Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.47.0-wmf.14 first-letter Media Special Talk User User talk Wikiversity Wikiversity talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk Collection Collection talk Draft Draft talk TimedText TimedText talk Module Module talk Event Event talk 0 7728 2821670 2780492 2026-08-12T09:53:07Z Atcovi 276019 project box(es) 2821670 wikitext text/x-wiki [[file:Indicator_diagram_steam_admission.svg|thumb|left|180px|"''The steam engine did more for science than science did for the steam engine''"<ref>Attributed to Lawrence Henderson, perhaps 1917 (http://todayinsci.com/H/Henderson_Lawrence/HendersonLawrence-SteamQuote800px.htm). Milton Kerker looks at both sides of this question in "Science and the Steam Engine" Technology and Culture Vol. 2, No. 4 (Autum 1961) pp.381-390 Stable URL: http://www.jstor.org/stable/3100893 </ref><br><br> <small>Does this mean that science has done more for Wikipedia than Wikipedia has done for science?</small>]] [[File:Wikiversity and sisters logo.svg|240px|thumb|right|[[w:Water (data page)|Water (data page) on Wikipedia:]] <br> [[w:Water_%28data_page%29#Thermodynamic_properties|&nbsp;-Thermodynamic properties]]<br> [[w:Water_(data_page)#Water.2Fsteam_equilibrium_properties|&nbsp;-Steam tables]]<br> [[w:Water_(data_page)#Phase_diagram|&nbsp;-Phase diagram]]<br> [[MATLAB/Engineering_thermodynamics| Wikiversity MATLAB codes]]<br> [http://www.ohio.edu/mechanical/thermo/property_tables/H2O (external) Ohio steam tables] ]]This page is loose reference page for materials, courses and learning resources related to the subject of engineering thermodynamics. There is an existing portal for thermodynamics here, at [[Portal:Thermodynamics]]. This page is more or less a sister page of [[Thermodynamics]]. This topic is contained with the [[School:Engineering]], then within the [[Portal:Mechanical engineering]] and finally within the [[Portal:Thermal sciences and fluids]]. == Courses == * [[Introduction to thermodynamics]] * [[Thermodynamics]] * Note: The contents of the the [[Thermodynamics]] course should ideally be moved into the [[Introduction to thermodynamics]] course area. {{tertiary}} {{collection}} ==Learning Resources== * '''[[/Steam tables/]]''' External links are available for printable steam tables for use by students. We also have a few quizzes and an unfinished MATLAB project to create steam tables. * The '''[[/Compressibility factor/]]''' is an underdeveloped Wikiversity resource tells us the extent to which steam obeys the [[w:Ideal gas law|Ideal gas law]]. * The '''[[/Joule-Thomson effect/]]''' is under construction, but Wikipedia's ''[[w:Joule–Thomson effect|Joule-Thomson effect]]'' isn't bad. Eventually we want to develop this resource and include it, with wikiquizzes, in a college course. * '''[[/Quizzes/]]''' (We need a lot more. Please contribute because if we had '''''[[:Category:Physics_equations/Quizzes|this many]]''''' we could begin to significantly reduce the cost required to educate engineers.) * '''[[/Gallery/]]''' of images for future use by editors. ==External resources == {{clear}} *'''[http://www.coolprop.org/contents.html CoolProp]''' CoolProp is an open-source database of fluid and humid air properties. It claims to have been formulated based on the most accurate formulations in open literature, validated against the most accurate data available from the relevant references. * '''[http://webbook.nist.gov/chemistry/fluid/ Thermophysical Properties of Fluid Systems (NIST)]''' is probably the best on the web for making Steam tables at all pressures. * [[b:Engineering_Thermodynamics|Wikibooks Engineering Thermodynamics]] * [http://www.learncheme.com/screencasts/thermodynamics LearnChemE screencasts on Thermodynamics] * ''[http://www.ohio.edu/mechanical/thermo/ Engineering Thermodynamics - A Graphical Approach]'' by Israel Urieli * ''http://webbook.nist.gov/chemistry/fluid/'' generates large steam tables, but in form difficult to convert into files that can be read by a computer ==References and Footnotes== {{reflist}} {{subpagesif}} [[Category:Engineering thermodynamics| ]] 38ejjqq1gjtft31x0796idzi8yj9evs 5 62711 2821606 2817385 2026-08-12T05:33:44Z Amazonbizistech01 3106787 /* BizisTech Amazon Services 2026 */ new section 2821606 wikitext text/x-wiki Added a frame and a caption to the screenshot for better usability, as I noticed that it was not obviously an image when the article is browsed quickly. I got confused at first, until I read the text above it. Couldn't get the image width to work for some reason, needs to be fixed. ==remark: explain that it's global right at begin== was logged out and got presented: "Why create a Wikiversity account? Not logged in. Please log in to view or edit items on your watchlist." I was wondering why restrict this account to WV only? when there is right there told it is a global account, it could be more activating. Anyways, later... ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] <small>uses the [[Wikiversity:Chat]] + [[Identi.ca]]</small> 01:31, 9 May 2011 (UTC) 大FAS == Wikiversity == Wikiversity is a Wikimedia Foundation project that supports learning communities, their learning materials, and resulting activities. It differs from Wikipedia in that it offers tutorials and other materials for the fostering of learning, rather than an encyclopedia; like Wikipedia, it is available in many languages. [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 06:26, 20 September 2022 (UTC) It offers tutorials [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 07:47, 27 September 2022 (UTC) == The importance of having a wikiversity account == Nothing [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 06:47, 27 September 2022 (UTC) == BizisTech Amazon Services 2026 == = BizisTech Amazon Services = BizisTech is a trusted eCommerce agency offering professional Amazon services to help brands and sellers grow their businesses. Our services include Amazon Account Management, PPC Management, Product Hunting, Brand Management, Brand Registry, Listing Optimization, and Store Management. We use data-driven strategies to improve product visibility, optimize advertising performance, increase conversions, and drive sustainable sales growth. Whether you are launching a new Amazon business or scaling an established brand, BizisTech provides tailored solutions and expert support to help you build a stronger presence, protect your brand, and achieve long-term success in the competitive Amazon marketplace. [[User:Amazonbizistech01|Amazonbizistech01]] ([[User talk:Amazonbizistech01|discuss]] • [[Special:Contributions/Amazonbizistech01|contribs]]) 05:33, 12 August 2026 (UTC) mki8k7hkgd3hct2g5v1jmo26l7udgrh 2821607 2821606 2026-08-12T06:01:10Z Atcovi 276019 Reverted edit by [[Special:Contributions/Amazonbizistech01|Amazonbizistech01]] ([[User_talk:Amazonbizistech01|talk]]) to last version by [[User:Atcovi|Atcovi]] using [[Wikiversity:Rollback|rollback]] 2688613 wikitext text/x-wiki Added a frame and a caption to the screenshot for better usability, as I noticed that it was not obviously an image when the article is browsed quickly. I got confused at first, until I read the text above it. Couldn't get the image width to work for some reason, needs to be fixed. ==remark: explain that it's global right at begin== was logged out and got presented: "Why create a Wikiversity account? Not logged in. Please log in to view or edit items on your watchlist." I was wondering why restrict this account to WV only? when there is right there told it is a global account, it could be more activating. Anyways, later... ----[[User:Erkan_Yilmaz|Erkan Yilmaz]] <small>uses the [[Wikiversity:Chat]] + [[Identi.ca]]</small> 01:31, 9 May 2011 (UTC) 大FAS == Wikiversity == Wikiversity is a Wikimedia Foundation project that supports learning communities, their learning materials, and resulting activities. It differs from Wikipedia in that it offers tutorials and other materials for the fostering of learning, rather than an encyclopedia; like Wikipedia, it is available in many languages. [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 06:26, 20 September 2022 (UTC) It offers tutorials [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 07:47, 27 September 2022 (UTC) == The importance of having a wikiversity account == Nothing [[User:Butterfly Florist|Butterfly Florist]] ([[User talk:Butterfly Florist|discuss]] • [[Special:Contributions/Butterfly Florist|contribs]]) 06:47, 27 September 2022 (UTC) 7uiuyaaluiur117wwf5xwovq1b0tmxs 0 98588 2821608 2821450 2026-08-12T06:12:47Z Jtneill 10242 /* Recording */ Update for 2026 2821608 wikitext text/x-wiki <noinclude>{{Motivation and emotion/Lectures|Lecture 1: Introduction|first}}</noinclude> {{Motivation and emotion/Lectures/Complete}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Portrait gemma and mehmet.jpg|230px|right|thumb|'''Figure 1'''. Motivation and emotion are complex psychological constructs that affect one another.]] This lecture: * Overviews the unit, highlighting: ** [[Motivation and emotion/About/Outline|unit outline]] key points ** [[Motivation and emotion/Assessment|assessment]]: *** major project: **** [[Motivation and emotion/Assessment/Topic|topic development]] (10%) **** [[Motivation and emotion/Assessment/Chapter|book chapter]] (50%) *** [[Motivation and emotion/Assessment/Exam|exam]] (40%) * Introduces the psychological study of motivation and emotion * Discusses key conceptual frameworks ==Outline== ;Unit overview {{Div col}} * [[Motivation and emotion/About|Unit description]] * [[Motivation and emotion/About/Learning outcomes|Learning outcomes]] * [[Motivation and emotion/About/Graduate attributes|Graduate attributes]] * [[Motivation and emotion/About/Delivery mode|Delivery mode]] * [[Motivation and emotion/About/Schedule|Schedule]] * [[Motivation and emotion/Lectures|Lectures]] * [[Motivation and emotion/Tutorials|Tutorials]] * [[Motivation and emotion/About/Textbook|Readings]] * [[Motivation and emotion/About/Websites|Websites]] * [[Motivation and emotion/Drop-in|Drop-in]] * [[Motivation and emotion/About/Discussion|Discussion]] * [[Motivation and emotion/Assessment|Assessment]] * [[Motivation and emotion/About/Schedule#Key dates|Key dates]] {{Div col end}} [[File:Motivation and emotion - Lecture slides - Podcast.opus|thumb|200px|Introductory podcast about motivation and emotion (AI-generated, based on slides from the 12 lectures) (16:20 mins)]] ;Introduction to motivation and emotion * Motivational science * Key questions * Motivation theoretical frameworks * Introduction to emotion ==Key observations== [[File:Motivation and Emotion Scrabble.jpg|thumb|right|250px|Motivation and emotion come from the latin verb ''movere'' (to move).]] * People are motivated by different things at different times<br>(i.e., motivation is dynamic; motivations fluctuate; they rise and fall) * Each person is motivated by multiple things at once<br>(i.e. we each have multiple motivations) * Different people are motivated by different things (e.g., two people may perform the same behaviour but for different reasons; individual differences) ==Motivational science== [[wikt:layperson|Layperson]] perspectives often focus on how to "get more motivation". However, academic study of motivation covers much more, including intrinsic, extrinsic, and hidden (e.g., unconscious) motivations. Academic approaches also take a scientific, rather than "inspirational" approach to motivation. Motivational science is an evolving body of knowledge and methods that prioritise theory‑driven hypotheses tested via rigorous empirical methods rather than relying on anecdotal or opinion‑based sources (e.g. inspirational quotes, influencers, news articles). Common wisdom and lay notions about motivation are often narrow, wrong, or lacking in nuance. {{RoundBoxTop|theme=3}} '''Example''': New Year's resolutions * Almost half of us make [[w:New Year's resolution|New Year's resolution]]s, which creates a '''feel‑good effect'''. * However, long-term success is modest: 46% maintain resolutions over six months (Norcross et al., 2002). * Key predictors of success include: ** '''Self‑efficacy of change''' – belief in one's capability to initiate a new behaviour or habit ** '''Self‑efficacy of maintenance''' – confidence in one's ability to sustain that behaviour over time ** '''Readiness to change''' – psychological and situational preparedness to embark on change * However, these aspects did not explain success: ** '''Desire to change''' – intrinsic motivation or personal aspiration driving the intention to change ** '''Skills to change''' – practical competencies and strategies required to execute and manage change ** '''Social support''' – encouragement, guidance and assistance provided by one’s social network (Norcross et al., 2002). {{RoundBoxBottom}} [[File:Scientific process.svg|right|350px|thumb|'''Figure 2'''. The scientific process involves data-based testing of theory derived from real world observations, and then applying refined theory back to real world problems.]] Understanding motivational theory and research can provide levers for unlocking one's own motivation and also in working more effectively with others. Thus, study of motivation and emotion can be readily applied. Empirical approaches to studying motivational processes (see Figure 2) define and operationalise theoretical psychological construct(s) and then formulate clear, falsifiable hypotheses. Data are collected and analysed through peer‑reviewed research designs (e.g., longitudinal, experimental, meta‑analytic). Each study responds to, or builds on, previous studies, so that a cohesive body of knowledge develops. This is what is meant by being grounded in science, or [[w:Evidence-based practice|evidence-based]]. ==Key questions== The key questions underlying psychological study of motivation and emotion are: {{center top}}Why do we do<br>what we do? <br> Why do we feel<br>the way we feel?{{center bottom}} The practical, applied problems are: {{center top}} How can we change<br>what we do? <br> How can we change<br>what we feel?{{center bottom}} The core problem to be solved by motivational science is "What causes behaviour?". More specifically: * Why does behaviour start? * Why is behaviour sustained over time? * Why is behaviour directed towards some goals yet away from others? * Why does behaviour change its direction? * Why does behaviour stop? ==Etymology== [[File:Running Samburu Boy.jpg|thumb|right|140px|'''Figure 3'''. [[w:Etymology|Etymology]]: Motivation and emotion have a common root in the Latin verb "movere" (to move).]] The terms "motivation" and "emotion" have their roots in the Latin verb "movere" which means "to move" (see Figure 3). More specifically: * "motivation" is derived from "motivus" which refers to the action of moving or being moved. This evolved to "motivare" which means "to set in motion" or "to stimulate". * "emotion" comes from "emotus" which means "moved" or "agitated." Both motivation and emotion are linked to the idea of movement or being moved, but represent different aspects of human experiences and behaviour. ==What is motivation?== The everyday, layperson understanding of "motivation" is that it involves using will-power and self-discipline to channel attention and effort towards achieving challenging short- or long-term goals such as working out or studying. {{RoundBoxTop}} For example, how does this video make you feel? Why? [https://www.youtube.com/watch?v=hbkZrOU1Zag The ultimate motivational clip - Rise and shine!] (YouTube) (3:24 mins) '''How do you motivate yourself?'''{{RoundBoxBottom}} In contrast, psychological science considers ''ALL behaviour'' to be motivated, including: * mundane behaviour (e.g., drinking and eating) * less "desirable" behaviours (e.g., avoidance, procrastination, nose-picking etc.) * "non-behaviour" (i.e., choosing not to do something is also a motivated behaviour) * approach-based goal-directed behaviours (e.g., training for a marathon) In the context of psychology, "motivation" refers to the processes that initiate, direct, and sustain goal-directed behaviour. Motivation is understood as the ''driving forces'' that push individuals to take action and achieve their objectives. Motivation is complex: * Multiple people engaged in the SAME behaviour (e.g., a workout) may have DIFFERENT motivations (e.g., fitness, emotion regulation, social engagement). * We each have MULTIPLE motivations in any moment, but only our DOMINANT motivation gets acted upon. Motivation can be understood as the internal processes that give behaviour energy, direction, and persistence (Reeve, 2024): * Energy (Strength): Behavioural strength or intensity * Direction (Purpose): Focus of behaviour towards achieving particular purposes or outcome * Persistence (Endurance): Sustaining of behaviour over time and place {{RoundBoxTop}}'''What is [[Motivation and emotion/Definitions#Motivation|your definition of motivation]]?'''{{RoundBoxBottom}} ==What is emotion?== Emotions are complex psychological states characterised by feelings, physiological responses, and behavioural expressions. Emotions are often triggered by internal or external events and can significantly influence behavior and decision-making. Emotions: * are dynamic e.g., help us adapt to our environment * provide feedback about our behaviour * motivate changes in energy, direction, and persistence of behaviour Emotions involve (Reeve, 2024): * subjective feelings * psychophysiological arousal * purposeful/motivated response * expressive reactions to significant life events such as opportunity, threat, and loss Emotional intelligence involves understanding and effectively regulating emotion in one's self and others. {{RoundBoxTop}}What is [[Motivation and emotion/Definitions#Emotion|your definition of emotion]]?{{RoundBoxBottom}} ==What is the relationship between motivation and emotion?== How do motivation and emotion relate to one other? How do they work together? Consider two principles: * Emotion ''provides feedback'' about motivation processes (e.g., positive emotion if motivational pursuit is going well and negative emotion if it is going badly) * Emotions ''trigger motivational response'' (e.g., fear → fight, freeze, flight, fawn) Although motivation and emotion are often studies as separate constructs, they are intrinsically intertwined. This unit studies motivation and emotion separately but as the unit progesses, it increasingly emphasises on their relationship. == Take-home messages == * This unit seeks to understand and apply psychological theory and research about motivation and emotion. * Motivation refers to the processes that give behaviour its energy, direction, and persistence. * Emotions help us to adapt by providing feedback about our behaviour, functioning as motivators, and communicating our needs to others. ==Readings== # [[Motivation and emotion/About/Outline|Unit outline]] # Chapter 1: Introduction ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) ==Slides== * [https://docs.google.com/presentation/d/1IHVku9yn61fH2zj9A5CuR-ubOxyKyKTE_xnnQ5K0rws/edit?usp=sharing Unit overview] (Google Slides) * [https://docs.google.com/presentation/d/1QXyFYRso_B6dhzK_0_jg1PW203mFn8RwmZR8R2e9o6g/edit?usp=sharing Introduction to motivation and emotion] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-and-emotion-unit-outline Lecture slides - Part A - Unit outline] (Slideshare) * [http://www.slideshare.net/jtneill/introduction-to-motivation-and-emotion Lecture slides - Part B - Introduction to motivation and emotion] (Slideshare) * Handouts ** [[Media:Introduction to motivation and emotion 3 slides per page.pdf|Download 3 slides per page]]: [[File:Introduction to motivation and emotion 3 slides per page.pdf|3 slides per page|100px]] ** [[Media:Introduction to motivation and emotion 6 slides per page.pdf|Download 6 slides per page]]: [[File:Introduction to motivation and emotion 6 slides per page.pdf|6 slides per page|100px]] --> ==See also== <!-- * [[Motivation and emotion/Lectures/Introduction/Images|Images]] --> * [[w:Emotion|Emotion]] (Wikipedia) * [[w:Motivation|Motivation]] (Wikipedia) * [[Introduction to psychology/Lectures/Motivation and emotion|Motivation and emotion]] (Introduction to Psychology - 1st year lecture) <!-- * [[b:Cognitive Psychology and Cognitive Neuroscience/Motivation and Emotion|Motivation and emotion]] (Wikibooks chapter) --> ;Lecture * [[{{#titleparts:{{PAGENAME}}|2}}/Historical development and assessment skills|Historical development and assessment skills]] (Next lecture) ;Tutorial * [[Motivation and emotion/Tutorials/Topic selection|Tutorial 1: Topic selection]] ==References== {{Hanging indent|1= Norcross, J. C., Mrykalo, M. S., & Blagys, M. D. (2002). Auld Lang Syne: Success predictors, change processes, and self‑reported outcomes of New Year’s resolvers and nonresolvers. ''Journal of Clinical Psychology'', ''58''(4), 397–405. https://doi.org/10.1002/jclp.1151 <nowiki>[</nowiki>[https://www.academia.edu/download/69869946/jclp.115120210918-10660-21ixpu.pdf pdf]<nowiki>]</nowiki> }} ==Recording== * [https://au-lti.bbcollab.com/recording/68ac75c3448f424cb279c06247f10800 Lecture 1] (2026)<!-- * [https://au-lti.bbcollab.com/recording/999a26ea301f48dfacb80155c624a594 Lecture 1] (2025) * [https://au-lti.bbcollab.com/recording/de540a9ab5474cf98bd718ae01f46b89 Lecture 1] (2024) * [https://au-lti.bbcollab.com/recording/e9cbc0b184474eebb10ae3532bda2055 Lecture 1] (2023) * [https://au-lti.bbcollab.com/recording/652f5ec1e86149a2921ed17923aed431 Lecture 1 recording] (2022) * [https://au-lti.bbcollab.com/recording/2075b3596d29469bb5e13a3b7f41ae30 Lecture 1 recording] (2021) --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Introduction]] rqaj53njto3a6eznsgvqzeuhlg0v5l1 0 119778 2821672 2820558 2026-08-12T10:03:33Z Young1lim 21186 /* Non-linear Equations */ 2821672 wikitext text/x-wiki == Calculus == === Numerical Differentiation === * Background on Differentiation ([[Media:NM.Diff.1Background.20240625.pdf |pdf]]) * Continuous Function Differentiation ([[Media:NM.Diff.1ContDiff.20241021.pdf |pdf]]) * Discrete Function Differentiation ([[Media:NM.Diff.1Discrete.20241116.pdf |pdf]]) * Forward, Backward, Central Divided Difference * High Accuracy Differentiation * Richardson Extrapolation * Unequal Spaced Data Differentiation * Numerical Differentiation with Octave </br> === Non-linear Equations === * Bisection Method ([[Media:NM.NLE.1Bisection.20241130.pdf |pdf]]) * Newton-Raphson Method ([[Media:NM.NLE.2Newton.20260810.pdf |pdf]]) * Secant Method * False-Position Method </br> === Numerical Integration === * Trapezoidal Rule * Simpson's 1/3 Rule * Romberg Rule * Gauss-Quadrature Rule * Adaptive Quadrature </br> === Roots of a Nonlinear Equation === </br> === Optimization === </br> </br> == Matrix Algebra == === Simultaneous Linear Equations === * A system of linear equations ([[Media:SystemLinearEq.20240521.pdf |pdf]]) </br> === Gaussian Elimination === </br> === LU Decomposition === </br> === Cholesky Decomposition === </br> === LDL Decomposition === </br> === Gauss-Seidel method === </br> === Adequacy of Solutions === </br> === Eigenvalue and Singular Value === </br> === QRD === </br> === SVD === </br> === Iterative methods === </br> </br> == Regression == === Linear Regression === </br> === Non-linear Regression === </br> === Linear Least Squares === </br> </br> == Interpolation == === Polynomial Interpolation === </br> === Linear Splines === </br> === Piecewise Interpolation === </br> </br> == Ordinary Differential Equation == </br> == Partial Differential Equation == </br> == FEM (Finite Element Method) == </br> </br> </br> == Using Symbolic Package in Octave == * Visit http://octave.sourceforge.net/index.html * Download symbolic-1.0.9.tar.gz * In Ubuntu, using the Ubuntu Software Center, I installed GiNac and CLN related software and symbolic package for Octave. But it did not properly installed. * After extracting files from symbolic-1.0.9.tar.gz, I followed the following steps. ./configure ./make ./make INSTALL_PATH=/usr/share/octave/packages/3.2/symbolic-1.0.9 * While doing this, I got an error message related to mkoctfile. So, I used the following command: sudo apt-get install ocatve3.2-headers. Then I was able to install the symbolic packages in the Ubuntu. == Read some tutorials about symbolic computation == * Symbolic Mathematics in Matlab/GNU Octave (http://faraday.elec.uow.edu.au/subjects/annual/ECTE313/Symbolic_Maths.pdf) * Symbolic Computations (http://www.math.ohiou.edu/courses/math344/lecture7.pdf) [[Category:Numerical methods]] == Using SymPy ( a Python library for symbolic mathematics) == </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] rq6m5p3s5zddmkthhnt6i1nitdf460u 2821674 2821672 2026-08-12T10:04:29Z Young1lim 21186 /* Non-linear Equations */ 2821674 wikitext text/x-wiki == Calculus == === Numerical Differentiation === * Background on Differentiation ([[Media:NM.Diff.1Background.20240625.pdf |pdf]]) * Continuous Function Differentiation ([[Media:NM.Diff.1ContDiff.20241021.pdf |pdf]]) * Discrete Function Differentiation ([[Media:NM.Diff.1Discrete.20241116.pdf |pdf]]) * Forward, Backward, Central Divided Difference * High Accuracy Differentiation * Richardson Extrapolation * Unequal Spaced Data Differentiation * Numerical Differentiation with Octave </br> === Non-linear Equations === * Bisection Method ([[Media:NM.NLE.1Bisection.20241130.pdf |pdf]]) * Newton-Raphson Method ([[Media:NM.NLE.2Newton.20260811.pdf |pdf]]) * Secant Method * False-Position Method </br> === Numerical Integration === * Trapezoidal Rule * Simpson's 1/3 Rule * Romberg Rule * Gauss-Quadrature Rule * Adaptive Quadrature </br> === Roots of a Nonlinear Equation === </br> === Optimization === </br> </br> == Matrix Algebra == === Simultaneous Linear Equations === * A system of linear equations ([[Media:SystemLinearEq.20240521.pdf |pdf]]) </br> === Gaussian Elimination === </br> === LU Decomposition === </br> === Cholesky Decomposition === </br> === LDL Decomposition === </br> === Gauss-Seidel method === </br> === Adequacy of Solutions === </br> === Eigenvalue and Singular Value === </br> === QRD === </br> === SVD === </br> === Iterative methods === </br> </br> == Regression == === Linear Regression === </br> === Non-linear Regression === </br> === Linear Least Squares === </br> </br> == Interpolation == === Polynomial Interpolation === </br> === Linear Splines === </br> === Piecewise Interpolation === </br> </br> == Ordinary Differential Equation == </br> == Partial Differential Equation == </br> == FEM (Finite Element Method) == </br> </br> </br> == Using Symbolic Package in Octave == * Visit http://octave.sourceforge.net/index.html * Download symbolic-1.0.9.tar.gz * In Ubuntu, using the Ubuntu Software Center, I installed GiNac and CLN related software and symbolic package for Octave. But it did not properly installed. * After extracting files from symbolic-1.0.9.tar.gz, I followed the following steps. ./configure ./make ./make INSTALL_PATH=/usr/share/octave/packages/3.2/symbolic-1.0.9 * While doing this, I got an error message related to mkoctfile. So, I used the following command: sudo apt-get install ocatve3.2-headers. Then I was able to install the symbolic packages in the Ubuntu. == Read some tutorials about symbolic computation == * Symbolic Mathematics in Matlab/GNU Octave (http://faraday.elec.uow.edu.au/subjects/annual/ECTE313/Symbolic_Maths.pdf) * Symbolic Computations (http://www.math.ohiou.edu/courses/math344/lecture7.pdf) [[Category:Numerical methods]] == Using SymPy ( a Python library for symbolic mathematics) == </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] 2b0i0muewsifj3mcjqmwgup912rsc58 2821676 2821674 2026-08-12T10:08:33Z Young1lim 21186 /* Non-linear Equations */ 2821676 wikitext text/x-wiki == Calculus == === Numerical Differentiation === * Background on Differentiation ([[Media:NM.Diff.1Background.20240625.pdf |pdf]]) * Continuous Function Differentiation ([[Media:NM.Diff.1ContDiff.20241021.pdf |pdf]]) * Discrete Function Differentiation ([[Media:NM.Diff.1Discrete.20241116.pdf |pdf]]) * Forward, Backward, Central Divided Difference * High Accuracy Differentiation * Richardson Extrapolation * Unequal Spaced Data Differentiation * Numerical Differentiation with Octave </br> === Non-linear Equations === * Bisection Method ([[Media:NM.NLE.1Bisection.20241130.pdf |pdf]]) * Newton-Raphson Method ([[Media:NM.NLE.2Newton.20260812.pdf |pdf]]) * Secant Method * False-Position Method </br> === Numerical Integration === * Trapezoidal Rule * Simpson's 1/3 Rule * Romberg Rule * Gauss-Quadrature Rule * Adaptive Quadrature </br> === Roots of a Nonlinear Equation === </br> === Optimization === </br> </br> == Matrix Algebra == === Simultaneous Linear Equations === * A system of linear equations ([[Media:SystemLinearEq.20240521.pdf |pdf]]) </br> === Gaussian Elimination === </br> === LU Decomposition === </br> === Cholesky Decomposition === </br> === LDL Decomposition === </br> === Gauss-Seidel method === </br> === Adequacy of Solutions === </br> === Eigenvalue and Singular Value === </br> === QRD === </br> === SVD === </br> === Iterative methods === </br> </br> == Regression == === Linear Regression === </br> === Non-linear Regression === </br> === Linear Least Squares === </br> </br> == Interpolation == === Polynomial Interpolation === </br> === Linear Splines === </br> === Piecewise Interpolation === </br> </br> == Ordinary Differential Equation == </br> == Partial Differential Equation == </br> == FEM (Finite Element Method) == </br> </br> </br> == Using Symbolic Package in Octave == * Visit http://octave.sourceforge.net/index.html * Download symbolic-1.0.9.tar.gz * In Ubuntu, using the Ubuntu Software Center, I installed GiNac and CLN related software and symbolic package for Octave. But it did not properly installed. * After extracting files from symbolic-1.0.9.tar.gz, I followed the following steps. ./configure ./make ./make INSTALL_PATH=/usr/share/octave/packages/3.2/symbolic-1.0.9 * While doing this, I got an error message related to mkoctfile. So, I used the following command: sudo apt-get install ocatve3.2-headers. Then I was able to install the symbolic packages in the Ubuntu. == Read some tutorials about symbolic computation == * Symbolic Mathematics in Matlab/GNU Octave (http://faraday.elec.uow.edu.au/subjects/annual/ECTE313/Symbolic_Maths.pdf) * Symbolic Computations (http://www.math.ohiou.edu/courses/math344/lecture7.pdf) [[Category:Numerical methods]] == Using SymPy ( a Python library for symbolic mathematics) == </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] j5xhq3d3hjdm0kaj3801o528j23wdar 0 126915 2821667 2821340 2026-08-12T09:36:27Z ~2026-44362-01 3106825 /* Contentment */ 2821667 wikitext text/x-wiki {{Essay}} <[[Happiness]] '''The Tarot is a 78-sheet set of maps that will be used for psychological purposes, and oracle. The Tarot encourages self-reflection and strengthen your own wisdom. Click on a [http://www.random.org/ '''random generator'''] on the internet (1-78 insert) and click Generate. Interprete the Tarot always with the principles of truth and love. The message must correspond to your inner truth and be helpful for you. The presented interpretation of tarot cards is based on the [[w:Rider-Waite tarot deck|Rider-Waite Tarot]] and the knowledge of the [[w:Enlightenment (spiritual)|Enlightenment]]. You can print out the Tarot (left tools), write the numbers 1-78 on little pieces of paper and play it with friends.''' ==The Fool== [[File:Fool.jpg|thumb]] 1. [[w:The Fool (Tarot card)|The Fool]] strolls relaxed and carefree through life. He is on the right way for him. He lives as a free mystic. In his view, he is wise but from the perspective of ordinary people is a fool. They all strive for outer wealth. They run for professional success, a dream partner and maximum consumption. Only the Fool lives otherwise. He follows the path of inner happiness and all-embracing love. On the right shoulder he wears his walking stick. He goes relaxed but with self-discipline on his spiritual path. In his left hand he holds a white rose. It symbolizes his love for God, his spiritual goal. A small white dog is with him. The Fool has some companions along the way into the light. The path of the Fool leads through the mountains of enlightenment. The sun is shining. The enlightened masters (God) guard his way. The fool is led by his inner voice and his good karma. Oracle = Live today primarily from the pleasure principle. Feel just your physical and spiritual needs. Follow your inner spontaneous impulse. Be yourself. Live yourself. What do you want now? What do you need now? Enjoy being. Make yourself and the day beautiful. ==The Master of the Five Elements== [[File:Magician.jpg|thumb|200px|Standing in the Germanic rune: Changing affliction into accepting.]] 2. The highest art of magic is to conjure from the five elements earth, fire, water, air and ether (space) the [[w:Philosopher's stone|Philosopher's stone]]. With the philosopher's stone, you can turn iron (a stressed soul) into gold (an enlightened soul). In the Middle Ages many people were looking for the right recipe to produce gold. They all failed because they did not understand that the doctrine of the five elements is a psychological method. Gold in the alchemy is a state of consciousness that means inner happiness. Inner happiness can be achieved if we consistently exercise the five qualities earth (joy), fire (self-discipline), water (a good feeling for the right way), air (ego resolution, taking things as they are, flowing positive with the wind of life) and love (unity consciousness, ether). For this, the magician (Master of the five elements) has on his table a coin (earth), a rod (fire), a chalice (water) and a sword (air). The fifth element is symbolized by the decoration of the room with red roses (love) and white lilies (purity). The [[w:The Magician (Tarot card)|magician]] raises his wand in the air. He has the power to win. He is the Master of the five elements. He will get inner happiness (enlightenment). He sacrifices his ego by putting his left hand to the ground. He thinks his magic spell (a mantra, a positive word, the oracle sentences). And turns into a golden Enlightened (King of the Coins). Above his head is a halo of the infinity sign, that means eternal life in the light. The posture of the magician shows the Germanic rune: Sacrificing the ego. A vertical line (standing man) that is crossed diagonally (arms). Oracle = You are a Master of life. You win through the five elements. Live in the right moment and in the right amount the five qualities peace, wisdom, love, joy and self-discipline. Sacrifice your ego. Take your situation as it is. Let your false wishes go. Concentrate on your spiritual path (inner happiness, enlightenment, God). Live healthy and happy. Have some fun. Love all. Do good. Go forward with wisdom and self-discipline. Success. ==The High Priestess== 3. [[w:The High Priestess|The High Priestess (Mistress)]] sits in a blue dress (inner peace) in the temple of wisdom (enlightenment) on a throne. To her right is a black and on the left a white pillar (the left and the right Kundalini channel is activated). She holds in her lap a holy book (Bible). She is centered in her spirituality. On her heart chakra we see a christian cross. She has overcome her ego and lives in God (in the light of enlightenment, the higher consciousness). Behind the High Priestess is a beautiful curtain of palms and pomegranates. The palm trees and apples indicate victory and happiness. The High Priestess will triumph in her life because she consistently goes her way of inner happiness and universal love. At her feet we find a crescent moon. The moon is a symbol of the path of peace. The High Priestess lives in calmness and acts out of her inner peace, her intuition and her love. Oracle = Live as a wise woman or wise man. Go the way of wisdom. In the outer life there is a constant changing of sorrow and joy. Nothing is permanent. Anchor yourself in your inner happiness. Consistently go your spiritual path. Make each day your spiritual practices (yoga, reading, praying, meditating). The most important exercise of the wise woman is the daily reading in a spiritual book (oracle). As a result, she never loses her wisdom and will after all external crises always return to her spiritual path. Follow your clear head and your inner sense (intuition). "My way of wisdom is ... Unwisdom is ...). Forward. Success. ==The Path of Love== 4. Day of Blessing. The sky is full of light. From a forest, a river brings good energy. A grain field with ripe ears of corn indicates great harvest. Amidst the grain field sits the Goddess ([[w:The Empress (Tarot card)|Empress]], Great Mother, [[w:Freyja|Freya]], [[w:Demeter|Demeter]], [[w: Mahadevi|Mahadevi]]) in a white dress full of painted roses (purity and love) and a crown of stars on her head (cosmic consciousness). To her right is a large heart with the Venus sign (love). The left hand is relaxed on her knee. The Goddess of Love is well grounded. She rests in herself and in her inner happiness. In her raised right hand she holds a scepter with a crystal ball on it. The ball is a symbol of life in the light (in God). The Goddess (Empress) is enlightened. The light of God shines through her to the world. The Goddess gives her light to her fellow man. She sees herself primarily as a mother of all beings. The Goddess sits comfortably on a large sofa. She acts out of living in rest, being and happiness. Who goes the way of love based in his own peace and happiness, does not use up his energy. His energy, love and happiness is growing more and more. Oracle = Go the path of love. Who lives in all-embracing love and does good to all, harvests a good karma (fate). What is the abundance in your life? What can you give to make your fellow people happy? Give you enough breaks. Don't exhaust your energy. Live in the balance of rest and acting. Give centered in your own happiness. Think the mantra, "I send light to (name). May all people be happy. May the world be happy." What is your deed of love today? Success. ==The Path of Self-discipline== 5. In a desert a [[w:The Emperor (Tarot card)|king with a white beard sits on a throne]]. Under his red cape, he wears a suit of armor. This points to his iron will. He is a master of himself. He has the ability of self-discipline. In his left hand the king holds a ball. The ball represents the spiritual goal of a life in the light (in God, in a unity consciousness). The king strives for enlightenment. He wants to realize his inner happiness. He can achieve his goal, if he does his spiritual exercise constantly and with self-discipline. Behind the throne, we see a blue river flowing. The king must awaken his Kundalini energy. When the energy in him begins to flow, the king will become happy. In his right hand the king holds an (Egyptian) cross. At the corners of the throne are four rams' heads. The king has to sacrifice his ego. He has to take things as they are. In the moment he lives in a desert, in the desert of unhappiness. The way to happiness is to take his situation as it is and to go with self-discipline his way of wisdom and love. The iron king symbolizes the strong God Father ([[w:Moses|Moses]] in the desert, the Yoga-God [[w:Shiva|Shiva]], the German God of War [[w:Odin|Odin]], the Greek God [[w:Zeus|Zeus]]). With wisdom, power and self-discipline he rules his land, his people and over himself. What goal he takes, he achieves it. Oracle = Bring yourself with your spiritual practices into the light. Your way goes through a difficult phase. Listen carefully to the wise king in you. Take things as they are. Let your false wishes go. Live according to a clear schedule. Achieve your goals with self-discipline. "My goals are ... My way to reach my goals is ..." Forward. Success. ==The Enlightened Master== 6. In the temple of God, sits the spiritual Master ([[w:The Hierophant|Hierophant]], High Priest) in a red robe with a golden crown on his head. Two keys lie under his feet in the form of a cross (ego sacrificing). The Master has the spiritual knowledge to open the temple of inner happiness (how to awaken the Kundalini energy). He knows what to do and what to let go of on the path of enlightenment. He can give every person the spiritual practices that personally are effective for him. Besides the two keys are two spiritual students (monks, yogis). One student has a red robe with roses. The other student wears a blue cape with white lilies on it. One student must live primarily as a helper of all beings to awaken his enlightenment energy. The other student must primarily do his spiritual exercises (yoga, walking, reading, meditation, mental work) to attain enlightenment. The Master holds up the triple cross of wisdom, love and self-discipline in his left hand and swears with his right hand by God always to tell the truth. He sits between two pillars in the temple of God. He lives in the light (cosmic unity consciousness). His left and right Kundalini channel is activated. When energy is in the left and right side of the body, automatically starts the main energy in the middle channel to flow from the feet up to the head. This is represented here by a golden crown as a symbol of the activated crown chakra and also by the white stripe in the middle of his shell (body). The Master is enlightened and therefore has the possibility to bless us with true spiritual knowledge and energy. Oracle = Your life is blessed. You will win on your spiritual path. Listen consistently to the voice of your inner truth. Find the right daily exercises for you. Live as a spiritual Master. Master your life. Help your fellow men on their way. Follow the path of your wisdom and love. Think the mantra, "Om all enlightened Masters. Om inner wisdom. Please guide and help me on my way." Forward. Success. ==The Light== 7. [[w:The Lovers|The Lovers.]] A man and a woman (Adam and Eve) walk together the path of enlightenment. Behind everyone of them grows a tree. Everyone has his own personal path. The enlightment tree (tree of paradise) is a symbol of the Kundalini energy (the Kundalini channel in the middle of the body). Around Eve's tree ([[w:Tree of the knowledge of good and evil|tree of knowledge of good and evil]]) winds a snake. The snake is a symbol of wisdom. The woman has a good contact to her inner voice (her feelings). Adam's tree ([[w:Tree of life (biblical)|tree of eternal life in the light]]), however, is slightly larger. The man has more power and self-discipline. To get enlightenment (a life in the light) we need the quality of wisdom and the quality of self-discipline. We need love and strength. If the male and the female aspects in us work good together, we can reach our goal and stay permanently in the light. In the middle between Adam and Eve, rises the mountain of enlightenment. Over the hill appears God in a cloud. Above him shines a large sun. The sun symbolizes the energy of God (the light). God lives in the light and blesses us with light (with spiritual success). He spreads his hands over us and guides us on our way. God has great wings in the Tarot card. He can be seen as a Guardian Angel. In any case expresses the card that we are protected by higher powers. We are protected as a single person or as a couple. The card can also mean that a relationship succeeds. Oracle = You are protected. You can go your way with confidence. God (the enlightened Masters, the Guardian Angel) is with you. Follow your inner voice of truth and love. Go consistenly your personal way of rightness (wisdom). Then you will conquer. "The right way is ... Not right is ..." Forward with optimism. Success. ==The Path of Rest== 8. [[w:The Chariot (Tarot card)|The Chariot]] reaches its goal of enlightenment (healing, happiness) by doing nothing (living in rest, [[w:Wu wei|wu wei]]). It is pulled by two seated sphinxes. One of the sphinxes is black and the other white. White is the color of purification (doing exercises) and black symbolizes the path of rest. Rest and spiritual practices are the way to healing and holiness. In the chariot, a man stands with a crown of stars on his head (cosmic consciousness). He wants to come to enlightenment. Behind him is a blue curtain with many bright stars. He wants to live in being, in God and in happiness. The secret of enlightenment is to live in enough rest so that the energy of a person turns inward. Normally a person uses up his energy in outer activities. At a certain point of rest, the energy turns inwardly and resolves all tensions. Whoever finds this point of calm and consistently lives in it, grows to enlightenment, healing and happiness. He comes into a life in the light. The body heals the tensions nearly by its own. We have only to do also some spiritual practices for our body and our mind. We can do some yoga, meditation, going, reading and mental work (positive thinking). We have to feel what we need and what brings us to inner healing and happiness. Oracle = You need plenty of rest. Live today as a Buddha (Sphinx) of Rest. Let all external goals go of. Avoid hyperactivity. Relax. What is your way of rest now? What spiritual exercises do you need? Get to inner peace. Enjoy your life. Bring so much joy in your day that you feel well in your life. ==Self Mastery== 9. [[w:Strength (Tarot card)|Strength.]] We see a dry desert, at the horizon a blue mountain, and in the foreground a white woman who tames a lion. The lion is a part of her inner self. The woman is fighting with herself. In her fight her spiritual wishes (inner happiness, enlightenment, living in God) with her worldly desires (career, relationship, consumption, outer wealth). The woman will win. She has a flower crown on her head. The sky is yellow. Optimism. The name of the card is strength. Forward with strength. The woman is struggling hard. With wisdom and inner strength the woman solves her problems. She thinks carefully about her situation, her goals and her way. She makes a clear decision and walks her path of wisdom consistently. She closes the lion's mouth. The lion cannot eat the goddess. She controls the animal in her. Step by step she succeeds on her way (to the blue mountain of enlightenment). Step by step she realizes the goddess in her. Above her head is a horizontal eight, a symbol of the eternal life in the light. Oracle = Wisdom is to distinguish the essential from the inessential. Wisdom is to make health, happiness and all-embracing love the center of your life. What are your goals? In what way can you achieve your goals? Educate your thoughts and you'll grow into happiness. "Wisdom is ... Unwisdom is ..." Forward with self-discipline and fortitude. Success. ==The Hermit== [[File:Unique Brachyura at the shore of Alibaug Beach, Maharashtra.jpg|thumb]] 10. A [[w:The Hermit|hermit]] in a gray cloak stands on a snowcapped mountain with a lantern in his right hand and a long staff in his left hand. Around him is only the blue sky. The man symbolizes a yogi who lives and practices separated from his fellow men. His lantern shines a bright light. The lantern is a term for the interior of the yogi. The inner light enlightens him, shows him his way of practicing and enlightens also the world around him. Because of the inner light, he can live happy in his seclusion. His body forms the position of the Is-Rune. The old german word "is" means ice and symbolizes the technique of meditation. In meditation the mind becomes quiet. It is like frozen ice. The hermit practices meditation in sitting, standing, going and lying. This is the original buddhist way to enlightenment. Living in secluded rest, meditating and working on the mind (finding thoughts of peace, love and wisdom) is the fastest path to inner peace and happiness. Oracle = You need a lot of rest to find yourself and to develop your inner happiness. Success on the path of seclusion, rest and spiritual practice ([[yoga]], [[Relaxation_techniques#Yoga_Walking|walking]], [[meditation]], reading, positive thinking). If you are in a relationship or together with other people (a group), find every day some time for yourself. Make some spiritual exercises. Come to rest and inner peace, until the happiness awakes in yourself. Then you can live in giving. This is the best way to lasting happiness in a relationship. If you are a single, use the opportunity to fast spiritual growth. Those who live alone, may well develop their inner happiness. Enlightenment occurs through a lot of rest connected with enough spiritual practice. Most singles flee the silence and the resulting boredom. This boredom is only a transitional stage to enlightenment. When we combine it with spiritual exercises, then there is no more loneliness, but only egolessness, unity consciousness, happiness, positivity and all-embracing love. ==Good Destiny== [[File:Wheel of Fortune.jpg|thumb]] 11. In the sky appears the [[w:Wheel of Fortune (Tarot card)|wheel of Fortune]]. It is the signpost to a blessed life. Around the wheel are the symbols of the five elements. The lion represents the daily self-discipline in spiritual practice. The eagle can differentiate with his good eyes the essential from the inessential in life. The angel follows the path of all-embracing love. The bull is a sacrificial animal. If we sacrifice our ego, we come to enlightenment. The fifth element is the wheel itself. Its circular shape means cosmic consciousness (wholeness, oneness, the zen circle). On the wheel sits a blue [[w:Sphinx|Sphinx]] (Buddha) with a sword. The Sphinx has overcome her ego and awakened her enlightenment energy. Beside the wheel, we see a jackal (Egyptian God of death Anubis, sacrificing the ego) and the Kundalini serpent (awaking the inner happiness). Oracle = After initial difficulties tends the day (your life) to a good end. Who sows good fortune will harvest a good destiny. Live wise and get a good karma. Organize your life as a way of fortune. Plan your life well. Become a happy Sphinx (Buddha, Holy, Goddess, Enlightened). Follow the goal of inner happiness and all-embracing love. Transform your life into a paradise. Be a wise eagle, a strong lion, an angel of love, an egoless bull, and a happy Sphinx (Master of Destiny). What is your way to a good destiny? "My goals are ... My path of a good destiny is ... " Success. ==Rightness== [[File:Justice.jpg|thumb]] 12. [[w:Justice (Tarot card)|The Tarot card Justice]] means rightness. Go the right way in your life. Then you win. A King in a red coat sits in the temple of wisdom on a throne. In his right hand he holds a sword and in his left hand a scale. He looks exactly at the problem, thinks about it, weighs with good inner feeling all arguments, makes a clear decision and carries it out with power. So he comes into the light. Above the king shines a yellow sun. Who wants to live in the light, must consistently follow the path of truth, wisdom and rightness. The term justice comes from the Bible and means in today's language rightness. In the cosmos there are laws of happiness. Anyone who adheres to these laws grows in his happiness. Those who violate these laws will be punished. The laws of nature are inexorable. It is wise to recognize this and to walk in his life the way of wisdom. The king shows us his right foot. The foot is white. We should consistently go our path of wisdom. Oracle = Success on the way of your personal rightness. See your situation. What are your problems? What are your possibilities? What are your abilities? What solves your problem? What is your road to a fulfilled, happy and healthy life? A person has two measuring instruments for a right decisions, the mind and feeling. He can think about a problem and he can feel how to solve it. It is optimal when the mind and the feelings come to the same decision. If we have to make an important decision, we should think so long about a problem until our mind and our feelings find together. Right acting brings a good fortune and wrong acting leads to suffering. This allows us to distinguish a good from a bad decision. We should collect all the information that we can get. We should ask the experts (books, science, internet). We should consider the impact of our actions to the future. Forward with clarity and wisdom. "My right path is .... Not right is ...." Succeed. ==Equanimity== 13. [[w:The Hanged Man (Tarot card)|A man hangs]] upside down from a tree. His right foot is bound on the tree and with his left foot and his arms, he makes a yoga exercise. The man can not avoid his situation, but he can act internally. He can create happiness in his mind with his spiritual exercises (yoga, meditation, positive thinking). He can activate his Kundalini energy. He can flow positively through the difficult situation. He has a halo around his head. An enlightened can overcome outer suffering through inner happiness. Spiritually the hanged man practices a reversal position, through which the Kundalini energy can be activated. In Yoga we have the candle and the headstand. In the legends of the ancient Germans is reported that the God Odin hung nine days upside down from a tree. Then his enlightenment energy awoke and he was able to free himself from his bad situation. Oracle = You go through a difficult situation. Sacrifice your ego and take things as they are. Think positive. Make your spiritual exercises (yoga, walking, meditation, mantras, praying) and awake your Kundalini energy. Take the pain in your life with equanimity. Flow with serenity and inner happiness through all outer suffering. Concentrate on your positive goals. Transform yourself internally into the strong and happy God Odin (a Buddha, a Goddess, an Enlightened). Equanimity and optimism. Success. ==Transformation== 14. [[w:Death_(Tarot_card)|The death]] appears on a white horse with a black flag in his hand. In the black flag, we see a white rose. The white rose is a symbol of the love of God. With spiritual exercises (meditation, positive thinking), we can succeed in our transformation (spiritual cleansing process). The land on our side is a dry desert and in the land of the other the sun is rising. We have to focus on our spiritual goal (a life in the light). Before the white horse, we see four figures. They represent four different attitudes towards our destiny. The king fights against the changing. He must suffer, because he can not let go of his ego. He cannot take things as they are. The bishop sacrifices his ego and so comes good through the difficult time. The woman in white dress is living her grief. She sacrifices her ego by mourning. The child trusts in God as a great father and great mother. Who connects himself every day with God (the enlightened Masters) is protected in all phases of change. He will awaken in the light. Oracle = Transformation. Big change. Something old stops and something new starts. Death of the ego. Take things as they are. Let your false wishes go. Those who sacrifice their ego and are connected with the enlightened Masters (God), can go optimistic and with trust through all times of change. Walk over the big river of transformation to the land of light. A good destiny awaits you. The current cut is painful. But the future will be good. "Om all enlightened Masters. Om inner wisdom. Please guide and help me on my way." Forward with self-discipline and optimism. Success. ==The Middle Way (Temperance)== 15. [[w:Temperance (Tarot card)|An angel in a white dress]] stands with one foot in the water and the other on the earth. In the background we see our spiritual path leading up to the top of a mountain, where the sun is shining. To get inner happiness we have to resolve our tensions. If we exercise spiritually too little, we will not solve our tensions. But when we exercise too strict, we can get tensions by practicing. The angel holds in his hands two cups. He pours wine from the left into the right cup. Under the left cup, we see yellow lilies. Yellow is the color of joy. We must take the middle road with some self-discipline and some pleasure principle to succeed. On the chest is a triangle (love to God the Father, the Son and the Holy Spirit) and on his forehead an open brow chakra (intuition, inner voice of wisdom). The angel has around his head a golden laurel wreath. He is a winner. Oracle = Find the right balance in all things. Live in the balance of spiritual practice and enjoying life. Slow down your speed. Bring so much joy into your life, that you can walk your spiritual path positively. You win balanced in joy and strength. Today a lot of fun is allowed. Success on the middle path. ==The Ego== [[File:Devil.jpg|thumb]] 16. The [[w:The Devil (Tarot card)|devil]] sits on a stone in the black world of suffering. Under him are a woman and a man. Both are chained to the rock of the devil. The woman has fruit at the end of her tail. She is bound to the world of suffering through her attachment to external pleasures (relationships, carreer, outer wealth). She always wants more and more. Her wishes are growing permanently. The tail of the man is burning. His problem is anger. He creates suffering through his aggressiveness. He cannot take things as they are. He cannot live in peace with the world and himself. The devil is not chained to the stone. He can move freely. He can free himself from his suffering. What must he do? The devil is a symbol of the ego of man. The ego is based on the attachment to external things, on the rejection to suffering situations and on ignorance of the way of inner happiness (unwisdom). If we focus on the development of inner happiness, we can come from hell to heaven. We have to let our false wishes go. We have to take things as they are. We have to be modest in outer things and to concentrate us on the development of inner happiness. Oracle = Free yourself from your darkness. Bring yourself with your spiritual practices into the light. What is today the suffering in your life? What is your problem? How can you solve your problem? Be a master of life. Transform yourself into a Buddha (King, Goddess) of happiness. Live primarily as a being of light. Live centered in yourself (inner happiness) and in giving to all (work for a better world). Move one hand in blessing and think, "I send light to (name). May all people be happy. May the world be happy." Success. ==Steadfastness== [[File:Cairo Tower 2k14.jpg|thumb]] 17. A lightning strikes in a tower with a crown. [[w:The Tower (Tarot card)|The Tower]] is you. An inner or outer storm shakes you. Around the tower there is chaos. We see rain, gray storm clouds and a black sky. But the tower stands on a rock. You go stable through all the difficulties. Two figures flee head over heels. The man wears a crown. The woman has a red cape. The woman embodies the attachment to external things and the blue man the rejection of the given destiny (lack of humility). We have to overcome our ego and to take things as they are. We must let our false wishes go of. We have consistently to make our spiritual exercises (yoga, walking, meditating, positive thinking). Then our Kundalini energy begins to flow. Through the crown chakra cosmic energy flows into us and fills us with light. Therefore, we see a large crown on the tower. It does not fall off, but only shows the way of the cleansing power (Holy Spirit). The cleansing starts in the head (thought work) and then heals the whole body. Oracle = An internal or external crisis cleanse you spiritually. It brings you forward on your spiritual path. You grow by the difficulties into the light. A mental flash resolves tensions (energy blockages) and the Kundalini energy begins to flow. You stay in spite of the crisis firmly on your spiritual path. High praise. Stand up again. The difficulties have somewhat shaken you. Set your crown back on and be a king of your destiny. You are a jack. Bethink yourself on your spiritual path. Realize your life goals. What are your goals? What is your way of victory? Go forward on your path of truth, wisdom and rightness. Succeed with steadfastness and endurance. ==The Lucky Star== 18. A naked woman is kneeling at a source and cleans herself. She brings herself by her spiritual exercises to strength and happiness. With her right hand she pours water into a source (root chakra) and awakens her Kundalini energy. With her left hand she waters the tree of enlightenment and brings her Kundalini energy to rise up in her spine to her head. Then her spirit becomes happy. On the tree sits a small bird. It is the inner voice of the woman. It tells her the best way of exercising. The woman is in good touch with her inner wisdom. Above her a large yellow [[w:The Star (Tarot card)|star]] is shining in the sky, surrounded circular by seven small white stars. This symbolizes the cosmic consciousness of an enlightened (living in God). Oracle = Forward with self-discipline along the path of purification (healing, happiness, enlightenment). Your life is under a lucky star. You will have success. Save yourself with your spiritual exercises. Bring yourself into the light. Follow your voice of wisdom. What exercises do you need now? Practice yoga, walking, reading, doing good and meditation. What is your deed of love today? Optimism. Success. ==Small Steps== 19. A little cancer walks a long way to [[w:The Moon (Tarot card)|the Moon]] (inner happiness, God, enlightenment). In the foreground we see a pond from which the cancer starts. Before him lies the long road into the light. The cancer must travel through a desert. He has to pass two towers, which stand at the entrance of the land of light (the left and right energy channel, activating the Kundalini energy). Behind the two towers we see the blue mountains of enlightenment with the moon in the sky. A dog and a wolf are howling at the moon. The cancer must transform himself from an animal into the moon goddess. He has to overcome his animal instincts and to put God (the inner happiness) into the center of his life. The moon is a symbol for a good intuition. The cancer follows his intuition (inner wisdom), and thus finds his way into the light. He has only little feet. He can only go forward with small steps. Drops of light fall upon the earth. The small cancer gets help from the moon goddess. Oracle = You are now only a small cancer. You have little strength, the situation is difficult and the road is long. But even small beings can win if the light is with them. God (the moon in the sky) is merciful to you. You will reach your goals. What is your way of success? Listen to your inner voice. Go forward with wisdom and perseverance. Accept yourself as you are. Go with a clever strategy by the day. Find your way creatively and sensitively. Forward with small steps. Success. ==Optimism== 20. On a white horse is riding a naked child. Its arms are open to life. It trusts the future. It accepts the will of the cosmos. It takes all things as they are. It flows positively with his life. A large sun shines in the sky with a friendly face. The enlightened masters (God) protect and guide their child. Therefore, it can optimistically ride into his future. A red flag next to the [[w:The Sun (Tarot card)|sun]] indicates the victory of light. Sunflowers on the horizon say, that abundance, joy and happiness come to us. Oracle = Trust in life. Define your goals clearly. Go your way with patience. Everything will be fine. The light is with you. "My goals are ... My way is...." Forward with optimism. Success. ==Resurrection== [[File:Resurrection.jpg|thumb]] 21. In the sky appears from a cloud an angel with a trombone. On the trombone is a flag with a red cross on a white background (ego sacrificing, mental cleaning). On earth, the dead rise from their graves. They stretch out the hands to the sky. It is the [[w:Judgement (Tarot card)|Day of Judgement]]. God powerfully awakens the dead to stand up and to go into the light. Oracle = Restart. End of repression. Reconciliation. New beginning. Hope. Wake up. Don't stay in the darkness. Bethink yourself on your goals. Go your way powerfully. Save yourself with your spiritual exercises. What is your trombone today? What idea can awaken your spirits again? Be a spiritual lion. See you as a yoga tiger. Visualize yourself as a powerful Goddess. Be the angel with the trombone. Overcome your laziness. You are a fighter. What actually brings your life energy to flow again? Rub yourself with cold water. Turn on loud music. Do yoga exercises. Go for a walk. Forward with force. The power is with you. Success. ==The World== 22. [[w:The World (Tarot card)|The World (cosmic consciousness).]] In a large laurel wreath dances a naked woman. In each hand she holds a wand. Around the victor's wreath we see an eagle, a lion, a bull and a man. The eagle stands for wisdom, the lion for strength, the bull for ego sacrificing and the man for love. The woman is a Mistress of the Five Elements. With the five qualities inner peace, wisdom, love, happiness and self-discipline she transforms her world into a paradise. The circle (laurel wreath) symbolizes the cosmos. The woman in the circle has a cosmic consciousness. Through her two wands (spiritual exercises), she can hold herself in an internal equilibrium and an enlightened consciousness. Her world is in order. Everything is right as it is. She is naked. She is free. She has given up her ego. She flows positively with her life. She lives in harmony with herself and her world. She is content with her life and can see her world as a paradise. Oracle = Be a Mistress of the Five Elements. Keep up yourself with your spiritual practices in internal equilibrium. Practice always in the right moment wisdom, peace, self-discipline, love and enjoyment. Then you will conquer. Live in calmness, do your spiritual exercises (yoga, meditation, walking, reading) and bring the love into the world (do good). Flow positively with your life. Go ahead with trust. Be content with yourself and your life. Everything is fine as it is. ==Ace of Wands== 23. God appears in the grey sky. Out of a white cloud a hand [[w:Ace of Wands (Tarot card)|gives us a stick.]] God gives us the strength we need for our success. God is with us. The power is with us. The enlightened Masters strengthen us. Under the stick, we see a river, a green country and a white castle on a hill. The white castle is our goal. Our goal is to live in God, to live in the light, to be enlightened. White is the colour of purification. We have to purify us spiritually. We must do every day our spiritual exercises (yoga, walking, meditation, mental work). The river is the border between the material world and the world of light. We have to overcome our ego to get into the light. We have to live centered in spirituality (in God, in wisdom, in the principles of inner happiness). Lasting happiness is only possible if we make the wisdom (God, inner happiness) to the center of our life. We must be centered in rest (calmness), wisdom, love and self-discipline. Oracle = Live as a winner. You can do it. You have enough strength to win. God gives you today all the power you need to get through your current difficult situation and to achieve your goals. Bethink on your power. Think your mantra of victory. What sentence gives you the power to succeed? "My word of victory is ... (I got the power. I will win)." Think your sentence as a mantra. Program your mind to win. You'll achieve your goals. Forward with self-discipline and optimism. You will conquer your inner or outer enemies. The power is with you. Luck. Success. ==The Bodhisattva== 24. [[w:Two of Wands|Two of Wands.]] A conqueror stands on his castle wall, looking out into the wide world. Before him lies the sea. He is on the beginning of a journey. In his right hand he holds a world globe. He concentrates on his goal. The left hand stamps out a large staff on the ground. Behind him is a second rod. The conqueror activates with the two rods his kundalini energy and thereby gets the power for a successful journey. On the left side of the castle wall we see the image of a cross of red roses and white lilies. The red roses indicates the path of universal love and the white lilies the path of inner purification. The conqueror wants a happy world and is doing his part for this. At the same time he is also working on his own inner happiness. He makes his spiritual exercises and gets a cosmic consciousness (enlightenment). The essence of Christianity is the way of the twofold love, "Love God (spiritual exercises), and love your fellow man (doing good)." This is the best way of a happy and fulfilled life. Oracle = Get a fulfilled life. Live as a [[w:Bodhisattva|Bodhisattva]] ([[w:Karma yoga|Karma Yogi]]). Work for a happy world. Don't work for your ego, but for the happiness of all people. This is the fastest way into a cosmic consciousness (enlightenment, a life in God). There is one great danger on the Bodhisattva way. Don't exhaust your energy but grow in your energy. Give you every day enough rest. Make every day enough exercises (sports, recreation, meditation, mental work). Awaken every day your inner power (Kundalini energy) with [[yoga]], [[Relaxation_techniques#Yoga_Walking|walking]], [[Meditation#Ten_points_of_meditation|visualising]], praying (mantra) and meditation. Feel exactly what you need. Then you win internally and externally. Success. ==Patience== 25. [[w:Three of Wands|Three of Wands.]] A merchant with a rod in his right hand is watching his three ships on the yellow shimmering sea sailing into the wide world. The sky is orange. Justified optimism. The merchant simply needs to wait and see. The ships sail by itself to its target. Behind the back of the merchant we see left and right a rod. The man lives in the right balance of rest and activity. He is wearing a dress made ​​of five colors. The red cape gives him strength. The green cloth means hope. Below is a yellow cloth for some joy. The sleeves of the hand holding the stick is blue. We can interpret blue as the color of loyalty. The man sticks to his goal. A black sash with white dots indicates sadness and inner cleansing. Who wants to reach a goal in his life, has always to sacrifice something. The man makes the necessary sacrifice for his successful path. Oracle = Patience. Everything is evolving from its own. It is only a matter of time until success occurs. What did you start? What success do you expect? The future will be good. Hopeful expectation. Optimism. Luck. Success. ==Jubilation== 26. [[w:Four of Wands|Four of Wands.]] Four bars covered with a garland of flowers stand on a still blank square in front of a castle. In the background we can already see some people celebrate. Two women swing bouquets over the head. They move from the background of the card toward the fairground. But they are not yet arrived at their destination. The goal is the spiritual self-realization, enlightenment, living in God. This goal is indicated by the castle in the background. The two main routes into a life in God are the path of universal love (doing good) and the path of spiritual practice (meditation, mental work). The right woman is wearing a red cape. She goes the way of love. The left woman has a white dress and a blue cloak. She cleans herself through spiritual exercises (reading, praying, walking, meditation). The flower garland hangs over both women. We have to combine the path of love and of spiritual practice to grow optimally in the light. The background of the tarot card is orange. Optimism. The women walk successfully the way into the light. Oracle = Before Thanksgiving. Your actions will lead to a big success. Your efforts will bear good fruit. Great joy awaits you. Something good is coming towards you. You can be optimistic about the future. Jubilation. Celebrate the day. ==Pleasure Principle== 27. [[w:Five of Wands|Five of Wands.]] The sky is blue. Five young men tussle in the free nature with big sticks. The number five points to the theory of the five elements. We succeed with the five qualities wisdom, self-discipline, peace, love and some enjoyment. Oracle = Go ahead playfully. Live mainly from the inside out. Feel your inner spontaneous impulse. Who exactly lives himself, gets by this much inner strength and reaches his goal by the power of joy. Ask yourself, "What do I want now? What do I need now?" What is your way of living? Be creative. Have fun. Succeed with the pleasure principle. ==Victory== 28. [[w:Six of Wands|Six of Wands.]] The sky is blue. A rider on a white horse is holding a lance with a victor's wreath. He wears a laurel wreath on his head. Around him ride five other fighters who acclaim him. The rider is a winner. He has worked hard for his success. Now he enjoys his success. He was victorious in his fight. He is satisfied with himself and his life. He has cleaned himself inside and realized his higher self (inner purity, the white horse). He fought for a better world and realized the cosmic consciousness (enlightenment, a life in God). To that refers the victor´s wreath in the form of a circle. Oracle = The winner. You have won or you will win. Visualize yourself as a winner. Live as a winner. What are your goals? What is your way of victory? Think the mantra: "My goals are ... My way to win is ..." Although the situation is difficult and you hardly believe in your victory. Just go ahead with a clear winner will, a wise strategy, optimism and perseverance. At the end of the fight, the victory is waiting for you. You'll achieve your goals. The light is with you. Success. ==The Fighter== 29. [[w:Seven of Wands|Seven of Wands.]] A giant man stands with a large stick on a hill and knocks his enemies down. The man is strong and has a favorable position. He is stronger than his opponents. He has a green suit (hope, optimism). The sky is blue. That indicates inner peace and strength. Seven is a number of completion. But for this the man has to fight still some time. The man stands alone against a multitude, but he dominates the fight and will win. His opponents are smaller than he. We only see their six rods. Oracle = You have to struggle a bit. But you are strong and your position is favorable. Do not let yourself be overcome by your internal and external problems (enemies). Forward with strength and endurance. You will win. "My enemies are ... My way to win is ..." Optimism. Success. ==Concentration on the Goal== 30. [[w:Eight of Wands|Eight of Wands.]] Eight arrows fly through the blue sky into the land of light. The land of light is our goal. The land of light is inside and outside. Outside we can work for a happy world, outer wealth and a good life. We can transform our world into a paradise. Inside we can develop happiness, enlightenment and a life in God. We can transform our mind into a paradise view of life. Eight is a number of harmony and positivity. Under the eight arrows, we see a great river. To pass the river, we have to overcome our ego. We must purify our inner self with our spiritual exercises to get into a paradise feeling of life. In the green land of light on the other side of the river we see on a hill a white castle. This white castle is our enlightened self. The goal is near, but the big river is not yet crossed. Oracle = You have to work hard, but you will reach your goal. You succeed, if you concentrate on your goal. Think at your goal. Motivate yourself with your goal. See the benefits which you get when you reach your goal. Forward with all your power. Cross the great river. Overcome your ego. "My goal is ... My way of victory is ..." Success. ==The Embattled Fighter== 31. [[w:Nine of Wands|Nine of Wands.]] A fighter stands with his spear on a gray road. He looks skeptical about the future. On his head he wears a white bandage. His clothing is torn on his right shoulder. He has a hard fight behind him. But the battle continues. The fighter has already his sleeves rolled up. Behind him are lined up like a garden fence, eight rods. The fighter has a strong backing in God (in himself, his wisdom and his strength). Behind the fence we see under a blue sky, a green country. The fighter is defending his land (his place, his position, his people). The land is slightly undulating. His task is moderate to handle. Oracle = Bethink yourself on your strength. You are struck something. See you strong today. You are a giant, a strong man, a powerful woman. You are the Germanic God [[w:Thor|Thor]], the God of Thunder. You are the powerful Goddes [[w:Freyja|Freya.]] You have enough power to go on your way to success. Your task is to deal with. Forward with self-discipline and endurance. The light is with you. Success. ==The Hard Worker== 32. [[w:Ten of Wands|Ten of Wands.]] The sky is blue. A strong man brings ten large bars to his house. The man is dressed in green, the way is green and the house is green. Green is the color of hope. The man will do his job. But he carries heavy on the bars. His way is not easy. The man has to spend a lot of force to achieve his goal. Ten is the number of completion. On the horizon we see green trees, fertile fields and some houses. The man is building a happy world. Oracle = The road is hard, but you have enough power to reach your goals. You have to work hard for your success. Enlightenment is hard mental work. A happy world is not easy to do. Forward with self-discipline and endurance. Optimism. Success. ==Self-Reflection== 33. [[w:Page of Wands|Page of Wands.]] A young man looks at his wand. He is a student. He has to find his goals of life. He has to find out who he is and what his task is. On the horizon to the right we see three mountains. The mountains (of enlightenment) are the goal of the man. Three is a number of action and energy. First, find your goals. And second, go on with power and self-discipline. The sky is blue. On his head the young man wears a white hat (internal cleansing) with a red feather (power). He has a yellow robe with black salamanders. The salamanders are animals of the fire element. Oracle = A new beginning. Think about your life. Reflect your goals. Find the best way to go forward. Awaken your Kundalini energy with your spiritual exercises (yoga, walking, visualization, mantra, meditation). "My goals are ... My path is ..." Forward. Reach your goals. You can do it. The power is with you. Optimism. Success. ==Full Speed Ahead== 34. [[w:Knight of Wands|Knight of Wands.]] A knight in armor of iron gallops on a brown horse with a lance in his hand through a desert to three pyramides in the left background. The pyramids are his goal (peace, love and happiness). His journey goes through the desert of renunciation. The knight has to renounce of some external things, so that he can achieve his goal of inner happiness (enlightenment, a life in God). He must overcome his inertia and go with power his way of wisdom. Then he will achieve his goals. The knight wears on his helmet a red plume. The robe over his armor is yellow and full of circular salamanders (small dragons). He will overcome his ego and jump into the light. Oracle = Full speed ahead. The situation is difficult. You're a bit tired on your way. Be a knight, a spiritual hero, a winner. Look at your goals and go your way with power. What are your goals? What is your path? " My goals are ... My way to succeed is ..." Forward with courage, power and optimism. Success. ==The Strong Mother== 35. [[w:Queen of Wands (Tarot card)|Queen of Wands.]] In a yellow dress with a blue cloak sits the queen of wards on a throne. In her left hand she holds a sunflower (love to her goal) and in her right hand a big wand (power). On her head she wears a crown (wisdom, enlightenment). Over her head and on the sides of her throne are four lions. She has the power to rule successful her land (the kingdom of flowers). She rules her country, her people and herself. Thanks to her power and clear vision she leads her people and her country into the light. At the feet of the queen sits a black cat. The black color indicates egolessness. The Queen has given up her ego. She takes things as they are. She is subordinated to the will of the cosmos (God). She flows positively with all situations. The cat embodies gentleness, softness and strength of will. What a cat wants, it enforces it. It can purr lovingly. It can also convert itself into a small tiger. Oracle = Take things in your life as they are. Keep your goals. Work for a world of love, peace and happiness. Put your world into a good order. Be a strong mother of your family. Visualize yourself as a queen of wands. The power is with you. Forward with wisdom, love and power. Success. ==The Strong Father== 36. [[w:King of Wands|King of Wands.]] The king of wands sits on his throne with a golden crown (enlightened master), a red dress (good motivation) and green shoes (hope). In his right hand he holds a big wand. The power is with him. He rules successful his land. There are many difficulties in his country. The people need a strong king. Where self-discipline is necessary, he enforces it. Where lightness (joy) is possible, he admits it. In case of problems he always finds a solution. At his feet we see a little black lizard and on the back wall of his throne are lions. The king of wands is a beggar in God (egoless) and a Buddha (a lion) at the same time. This is the secret of his power. His power comes from God, from a consistent spiritual life (enough rest and enough exercises). Oracle = You're the boss. The power is with you. Success. You have all the power you need to fulfill your job. Rule your land (family, company, yourself). Live after a clear day plan of health and the inner power will always be with you. Put as many spiritual exercises in your day so that you always stay in strength and happiness. Do the five principles of health. Make every day endurance training (walking, jogging, cycling, yoga), eat healthy (lots of vitamins, low in calories, at least one apple a day), avoid harmful substances (smoking, alcohol, drugs, too much TV), relax enough (breaks, meditation, sleep) and think positive (optimistic). ==Ace of Coins== 37. [[w:Ace of Coins|Ace of Coins.]] A hand appears in the sky from a cloud (God) and offers a golden coin. God offers you the way to peace, love and happiness (enlightenment). The coin contains an abstract drawing of a man (self-realization). Under the coin, we see a door in a tall hedge. The door is open. You only have to go your path into the land of light (the blue mountains in the background). Before the gate grow white lilies (inner cleansing) and in the hedge red roses (all-embracing love). The path of happiness consists of spiritual exercises (white lilies) and working for a happy world (red roses). Oracle = The life offers you a great opportunity. A door opens up. You have only to go the way. You must make a clear decision. Then God (your inner wisdom) will guide you on your way. You will reach your goal. Recognize that you own a great treasure. You've got the knowledge of enlightenment. You've got the knowledge to transform your world into a paradise. You've got the knowledge to become a Buddha, a Goddess, a King of Coins. Go your way into the light. Decide yourself to be happy and to live a fulfilled life. "My way of wisdom is ... Unwisdom is ..." Use the favorable situation. Get the great treasure. Succeed. ==Dancing with the Chaos== 38. [[w:Two of Coins|Two of Coins.]] The sky is light-colored blue (things are not too difficult). On the path of life a man in a green dress and with green shoes dances with the ups and downs of his life. He wears red trousers, a red belt, a red skirt and a large red hat (love and wisdom). He's a good dancer. In his hands he juggles left and right a gold coin. The two coins are connected by a green band, which forms a horizontal eight. On the horizon we see big waves and two sailing ships. A ship passes up a wave and the other ship is flowing down. Life is an eternal up and down. A man of inner happiness dances wise with all events of life. Through his spiritual path, he stays in his inner balance. The two main spiritual techniques to get equilibrium (two gold coins) are regularly body exercises (yoga, meditation, walking) and mental exercises (self-reflexion, mind control, positive thinking). Oracle = Flow flexible with the outer chaos and keep your inner balance. A master of his mind lives permanently anchored in the light (God, enlightenment) and dances wisely with all outward situations. Live in rest and act out of the rest. When the body is quiet, you can more easily hold your mind quiet. Stop your negative thoughts and focus on positive thinking. Do every day something nice that opens your heart. Forward. Optimism. Success. "My positive thought is ... (I'm a master of life. I live as a winner. I am always optimistic.)" ==A Good Plan== 39. [[w:Three of Coins|Three of Coins.]] A sculptor is working in a church on an ornate column. The church is a symbol for God, for a life in the light, for the big goal of enlightenment (lasting happiness). The column stands for the path to reach this goal. To succeed, we need a good plan. On the right, we see the creator in the green cape with a white scroll. Next to him stands the abbot of the monastery. We can look at him as our inner wisdom. At the top of the column are three coins. Our spiritual victory depends on a good plan, on good contact to our inner wisdom and on good self-discipline (the sculptor). Oracle = Succeed with a good plan. With a good plan of life, you will receive a successful life. With a good plan of the day, you get a successful day. First set your goals. With what strategy are you victorious? Go forward in your speed. Give you enough rest and spiritual exercises (yoga, walking, meditation), so that your energy lasts for the whole day. Get also some enjoyment. "My goal is ... My successful strategy is ...(I succeed with love to my goal, self-discipline, enough rest and a little bit pleasure)." ==Contentment== 40. [[w:Four of Coins|Four of Coins.]] A rich king sits on a stone bench. He has four large coins. One coin he holds convulsively at his heart. The sky and the earth are gray. The king experiences his world as gray. He is not satisfied with himself and his life. His problem is that he doesn´t know how to get contentment. He doesn't know how to live happily. The Greek philosopher Epicurus taught, that we have to limit our worldly desires, if we do not want to become its victims. We should define our point of enough. We should think about how much for us is necessary on external things. We should give it to us. And then we should find contentment and let no other external desires arise in us. When they arise, we should overcome by positive thinking. Oracle = Nothing is taken for granted in the universe. Nothing really belongs to you. It is the right of life to take away everything at any time. Be content with what you have. There once was a Sufi Master who gave his students an apple with a bad spot and said, "This is the apple of paradise." The students focused on the bad spot and were dissatisfied. The master saw the whole apple and lived in paradise (in God). Limit your worldly desires. Find your point of enough. Today is a day of satisfaction. Be happy. Everything is good as it is. ==Compassion== 41. [[w:Five of Coins|Five of Coins.]] Two poor people go through the snow. The woman is barefoot. She has no shoes. The man is hobbling and supported by crutches. Both suffer from the life. But the man in the blue cloak wears a bell around his neck. He is a man of knowledge. He knows the way of inner happiness. Him makes the external cold not much, because he is warm inside. With his knowledge, he can also help the woman. In the black night appears a shining church window with five gold coins. The world needs the five values ​​of wisdom, compassion, love, peace and happiness. Only through positive values, the inner and outer poverty of the people in the world can be overcome. The task of the wise is to share his wisdom with his fellow men. Oracle = Today helps you the way of compassion. It frees you from the attachment to your suffering. It opens your heart and heals yourself emotionally. Think more of others than to yourself. Concentrate more on the suffering of your fellow man than to your own suffering. Wish that all people in the world are happy. Live for this goal. A poor man helps another. So both get into the light. If you just look at the world around you, then you know where your help is needed. Forward. Success on the path of compassion and universal love. For people in relationships this card means that they should form a team of happiness. If both work together positively, they can get a happy relationship. They should accept the suffering in their lifes and focus on the development of inner happiness. ==Give and Be Happy== 42. [[w:Six of Coins|Six of Coins.]] A merchant gives two poor people some of his wealth. He is standing and the poor are sitting. He can act and they not. The poor can not help themselves. They can not rescue themselves from poverty. They need the help of the merchant. Only the merchant has the potential to which the poor can be saved. Around him are six gold coins like a halo. The merchant gives the poor with his right hand. In his left hand he holds a scale. He gives every poor exactly what he needs. One poor has a green and the other a blue cape. The green poor needs love and hope. The blue poor needs strength and self-discipline. Oracle = Giving is today your way to happiness. Recognize that you are rich. Share your wealth with the suffering world. Help the poor. Help spiritual and material. What possibilities do you have to do good? What is your deed of love today? It makes you happy when you give what to whom? Success. Move a hand in blessing and think, "I send light to (name). May all people be happy. May the world be happy." ==Relax and Be Content== 43. [[w:Seven of Coins|Seven of Coins.]] A man stands in front of a green vine. Everything grows well. The fruits are not yet discernible. The wine grower has to wait. He puts his chin on the handle of his hoe. The farmer can only let life take its course. Everything else now depends on the sun, on the right moisture and ultimately on the fate. The cosmos is the master of the fate and not the farmer. The dress and the shoes of the farmer are green. He is full of hope and optimism. A yogi can make each day just his physical and mental exercises. He can not force the harvest. Enlightenment comes of the grace of the cosmos. The seven coins refer to the seven main chakras of a human being. When the seven chakras are released from their tensions, the energy rises up in the kundalini energy channel. The yogi then feels internally happy like a vine full of grapes. When the energy reaches the crown chakra, the mind of the yogi unites with God. He wakes up in a life in the light. Oracle = Come to rest after the hard work. Relax. Hand over the results to God (to life). Everything evolves by itself. Be content with yourself. Everything is fine as it is. ==Diligence== 44. [[w:Eight of Coins|Eight of Coins.]] A craftsman sits on a wooden bench and worked diligently eight gold coins. In his hands he holds a hammer and a chisel. With the chisel he imprints to the gold coins the drawing of stars. The craftsman works for a happy world. He is a Bodhisattva (Karma Yogi). He works not for his ego, but for the happiness of all people. He works for the enlightment of his fellow men and thereby gets enlightenment himself (six chakras on the tree of enlightenment, one is in work and one is for the world). So he tranforms himself by working for a happy world into a life in the light. He is wearing a dress made ​​of four colors. He is successful with the qualities wisdom, love, self-discipline and optimism (hope). Oracle = Diligently working forward. Steady patience with achievement kept in mind. Get yourself into the light. Realize your inner happiness and lead your people into to the light. Connect yourself every day with the enlightened Masters (God), listen to your inner voice (feeling of correctness) and find your way to a fulfilled life. "My goals are ... My way to success is ..." The light is with you. Ahead with self-discipline and perseverance. Success. ==The Mistress of Mind== 45. [[w:Nine of Coins|Nine of Coins.]] The Mistress of mind stands in front of us in an orange dress decorated with flowers. She holds a tamed falcon on her left fist. The falcon is her own spirit. She controls her thoughts. She masters her mind and her life. Right and left are growing two trees. The land is green and the sky around her head is yellow. The mistress of mind has activated her Kundalini energy (the right and left Kundalini channel) and lives in the light (in peace, love and happiness). With her right hand she touches nine golden coins, which lie on the ground. She is surrounded by mature vines. The golden coins and the vines symbolizes enlightenment, inner happiness, a successful life. She carries on her head a red cap. She goes the way of all-embracing love and lives as a Karma Yogini (Bodhisattva) for the goal of a happy world. A small snail at her feet says slowly with small steps forward. The mastery of the mind is a long way. Oracle = What spiritual practices help you (yoga, meditation, walking, positive thinking)? What is your problem? How can you solve it? Work on your thoughts. Be a Mistress of your mind. "My way of a successful life is ..." Slowly forward. Success. ==The Old Master in the Background== 46. [[w:Ten of Coins|Ten of Coins.]] The old master with white hair sits inconspicuously in an archway at the entrance of the city (the world of wordly people). He wears a coat of red grapes (inner happiness) and magical characters (spiritual knowledge). Ten coins form a picture of the enlightenment tree. The old master is enlightened. He lives in God (unity consciousness), in rest (inner peace) and in happiness. Before the master we see two white dogs (his spiritual disciples). He helps his people, but he lives in another dimension. He keeps himself secluded from the world of addiction energies and can thus keep his enlightenment energy. Oracle = Stay in the background. Remain unobtrusively. Do not get caught up in the struggles of the worldly people. Help them as a secret Master. Mainly help the people who want your help. Help through the power of your arguments and not through negative emotions. Occur not as a Master, but as a friend of all beings. Go the way of all-embracing love. Appear small and friendly. Behave unobtrusive and modest. Then you win. ==Think about Yourself== 47. [[w:Page of Coins|Page of Coins.]] A young man in a green dress (hope) with a red hat (love) holds a large gold coin in front of his face. He looks at his richness, his potential, his way of happiness. He reflects on himself and his goals in his life. He creates a positive vision (concept) of himself. He wants to be a Buddha, a Goddess, an Enlightened. The sky is yellow (optimism). The land is green (growth). And at the horizon, we see the blue mountain of enlightenment. Oracle = Self-reflection. Take you as you are. The spiritual path always starts at the point where you are right now. Accept you with your faults and weaknesses. You may be small. You may be sad and afraid. You may have flaws. Even a small person can win spiritually when he connects himself with the enlightened Masters and consistently follows the voice of his inner wisdom. What we lack in spiritual forces, we get it from the enlightened Masters. They give us the energy we need for spiritual victory. Think the mantra, "Om all enlightened Masters. Om inner wisdom. Please guide and help me on my way." Think about yourself and your richness (potential, skills, goals). What do you want in your life? What are your wishes? What are your goals? What is your way of wisdom, love and happiness? Optimism. The light is with you. Success. ==Do Your Job== 48. [[w:Knight of Coins|Knight of Coins.]] A knight sits on a black horse. Next to him is a brown field. The field must be cultivated. The knight holds a golden coin in his hands. He got the seed of happiness. He has to plant it. Then the field will bring a good harvest, the harvest of a fulfilled life (enlightenment, happiness). The helmet of the knight is decorated with oak leaves, as is the forehead of the horse. The Knight is a winner. He has the necessary skills to win (knowledge, self-discipline, love of the target). To achieve his goals, the knight must bring a sacrifice. He must give up something in order to win. The horse is black. Black is the color of mourning, the resolving of the ego and the entry into the cosmic consciousness. The knight has to go through the darkness to get into the light. The sky is yellow. Optimism. The light (God, the enlightened Masters) is with him. Oracle = Do your job. Work on your field. Set plants of happiness, remove all weeds, care every day for your inner growth, live in love, do good and harvest a life of happiness. You got a great treasure. You know the path of a happy life. Forward with wisdom and endurance. What is your necessary sacrifice to reach your goals? "My goal is... My sacrifice is.. My way of victory is..." Optimism. Success. ==Paradise View of Life== 49. [[w:Queen of Coins|Queen of Coins.]] The Queen of Coins sits on her throne in a happy world with many flowers. She is clothed with a red dress. She lives in the all-embracing love. At her feet plays a little rabbit. In the background shines the blue mountain of enlightenment. The Queen is focused on the gold coin in her lap. She lives in God, in the essentials. She exercises to recognize herself as a Goddess (Enlightened) and her world as a paradise. Thus she awakes her Kundalini energy, gets a paradise feeling of the world around her and becomes inwardly happy. Oracle = Today be gentle with yourself and your fellow people. Concentrate on the positive in your life and your world. Be happy with what you have. Count to five positive things, "Positive in my life is ..." What thought makes you feel your world as a paradise? "My paradise thought is ... (I live in the essentials. I have all what I need to be happy. Everything is fine.)" ==The King of Spirituality== 50. [[w:King of Coins|King of Coins.]] The King of Spirituality sits happy on his throne. He holds a big golden coin in one hand (he owns the big treasure of enlightenment) and in the other hand a scepter with a crystal ball (living in God, in a unity consciousness). He wears a coat with painted red grapes and is surrounded by ripe wine grapes. The king has reached his goal. He lives in the light. Four bulls pictured on his throne show that he has overcome his ego and succeeded with great self-discipline. On his head he wears the crown of a Master of Spirituality. He is a Buddha, a Siva, a Jesus, a Socrates. He is a ruler in the land of light and lives in the all-embracing love to his people. Oracle = What is your spiritual role model? Buddha, Siva, Jesus, Socrates, the Goddess, to be a Master of Life? Find your role model, meditate on it, awaken your Kundalini energy and thus stay every day on your spiritual path. Then you will one day realize your role model by yourself. Find an inspiring picture of your role model in the internet (Google) and copy it into your computer. Connect with its energy, identify with it and get its spiritual power. Feel how its energy flows in you by thinking the mantra, "My goal is... My role model is..." Be a winner in your life. Today is a blessing day. The enlightened Masters are with you. ==Ace of Cups== 51. [[w:Ace of Cups|Ace of Cups.]] From a cloud in the sky a hand appears, offering us a golden chalice (the Holy Grail). A white dove (the Holy Spirit) comes from heaven and fills us with spiritual energy. From the cup flow five energy streams in a big pond full of lotus flowers. God (the life) makes us the gift of spiritual purification. Life gives us the opportunity to transform into a Buddha / a Goddess (King and Queen of Coins). The dove is holding in its beak a white wafer (Host) with a cross on it. Jesus Christ gave bread (wafer) and wine (in the chalice) on the eve of his crucifixion to his disciples. He transmitted them his enlightenment energy. He enabled them to become a son (daughter) of God like him. The Tarot card symbolizes the baptism (spiritual initiation). After the baptism by John, Jesus meditated forty days in the desert. Then the devil (his ego) disappeared and the angels served him. Jesus could help his fellow man with his enlightenment energy. Oracle = Day of blessing. Initiation. Great transformation. Something changes your life. You go through an inner cleansing process. You get spiritual knowledge or spiritual energy. The chakras are opened and the Kundalini energy starts to flow. Go your way into the light. There might be some difficult energy processes in your body or in your mind. Go through it. Think of the grace. One day you will realize great happiness and a life in the light. ==Healing== 52. [[w:Two of Cups|Two of Cups.]] A man and a woman with a laurel wreath on their heads give each other a chalice with healing energy. To win, we must connect our female and male energies. We succeed with wisdom, love, self-discipline and much rest. Above the man and the woman raises a healing wand with two snakes and a winged lion's head. With the energy of the lion and the wisdom of the snakes we will reach our goal. The land is green and the sky is bright blue. Ahead with optimism. Oracle = Healing. Success through the combination of female and male energy. Succeed with wisdom, love, self-discipline and much rest. Live by the five principles of health (healthy diet, regular exercise, plenty of relaxation, positive thinking, avoidance of stress). Build enough exercises every day in your life so that you resolve your internal tensions. What is your suffering? What is your way of healing? "Om all enlightened Masters. Om inner wisdom. Please guide and help me on my way." Follow consistently your inner voice of wisdom. Forward with a wise daily schedule of healing. Heal yourself. Success. ==Great Success== 53. [[w:Three of Cups|Three of Cups.]] Three women are toasting each other with their cups. One woman is wearing a white dress, the second a red and the third an orange. The woman with the orange dress maintains in her left hand blue grapes. The main route to the great victory is the Trimurti Yoga, the yoga of the threeness. Trimurti Yoga is the wise combination of prayer (connecting with the enlightened Masters or with God, Bhakti Yoga), all-embracing love (doing good, Karma Yoga) and spiritual practice (meditation and mental work, Jnana Yoga). Anyone who connects himself regularly with the enlightened Masters (praying, reading, oracle, meditation) will be led to the great victory on the spiritual path. Who makes every day some spiritual exercises (yoga, walking, meditating, reading) resolves his inner tensions and grows into the light (in his inner happiness). Those who work for a better world come into a cosmic consciousness and thereby get enlightenment. The white woman walks the way of wisdom (Jnana Yoga). The red woman lives in the all-embracing love. And the orange woman holding the ripe wine grapes practices Bhakti Yogi. Together they got a great victory. They received a great harvest for their work. On the ground we see many fruits. Oracle = A great success. A great victory. Rejoice. Make yourself aware of your success. What did you work for? What have you harvested? Celebrate your success. Think: "My success is ... My victory is ... I am thankful for ..." Forward with joy. Rejoice your day of victory. "My act of joy today is ...." ==Come From Sadness to Happiness== 54. [[w:Four of Cups|Four of Cups.]] A young man sits propped against a tree. He thinks about the sense of life. He seeks his path in life. From the blue sky a hand appears out of a cloud and gives him a cup (an idea). Three golden chalices stand already before the man. What do the four cups symbolize? After the system of the Tarot, the four cups are symbols how to come into the paradise (into a life of happiness). The three cups in front of the man contain the qualities of wisdom (eagle, mind work), self-discipline (lion, exercises), and ego-sacrificing (taurus, take things as they are). The fourth cup is filled with love and joy. All four qualities together are able to awaken the energy of happiness. They can bring the tree of enlightenment to grow. The first three qualities are necessary to be successful on the path of inner happiness. But without love and joy the way is hard to go. The young man must bring more love and joy into his life to come from sadness to happiness. Oracle = Go your spiritual way with enough joy. What makes your mind positive? Activate your Kundalini energy with spiritual exercises (yoga, walking, meditation, reading, positive thinking). Look for a positive purpose in your life. Have enough fun every day. "The sense of life is... The positive task in my life is.... My deed of joy is..." Come from sadness to happiness. Forward. Success. ==Mourning== 55. [[w:Five of Cups|Five of Cups.]] A man in a black cloak stands with his head down, looking to three fallen chalices from which the liquid has leaked. The sky is grey. The man has suffered a great loss in his life. He is sad. He lives in a world of suffering. Behind the man are standing two more chalices. They are filled. They help him to walk over the white bridge in the background into the land of light. In the middle of the paradise we see the castle of God. If we live in the essentials, we can transform our mind into happiness. The task of the man it is to cross the blue river and to reach the land of light. How can the man come from the land of suffering into the land of light? Only our inner tensions hinder our enlightenment. If we resolve the tensions with our spiritual exercises, our inner happiness awakes. We must only practice the exercises long enough and effectively. Tensions can sit in the body and in the mind. We need exercises for the body (walking, yoga, meditation) and exercises for the mind (reading, positive thinking). The main route into the light is today the activity. Oracle = You had a big loss in your life. What is your loss? Think several times: "I'm sad because ..." Live your grief. Grief is a way of inner cleansing, of letting go. Go through the grief into the light. Make as long your spiritual exercises (yoga, reading, walking, meditation) until you are in the light (in a positive state of mind). Realize the Sat-Chid-Ananda (being-unity consciousness-happiness). Bring much joy (enjoyment, lovely things) in your life. Forward with optimism. Success. ==Day of Blessing== 56. [[w:Six of Cups|Six of Cups.]] A young boy gives lovingly a little girl a golden chalice with a white star flower. He shows his girlfriend how she can successfully practice the spiritual path. He makes her the great gift of wisdom. He gives her the knowledge of the path of inner happiness. The girl is wearing a white glove. She is willing to take the spiritual knowledge. She is ready for spiritual truth. She is willing to go the spiritual path successfully. Oracle = Success on the spiritual path. Ahead with peace, joy and optimism. What is your act of love today? If you are the giver, stay small and modest. Do not give to strengthen your ego, but to strengthen the happiness in the world. If you are the taker, be thankful for the gift. Students and masters are blessed from God. Celebrate the day. Today is a day of a great gift. ==A Vision of Your Life== 57. [[w:Seven of Cups|Seven of Cups.]] A visionary (black figure) sees seven golden chalices, which appear in a cloud in the sky. The center chalice contains the higher self (a person in a white triangle). A golden snake symbolizes inner healing. A head stands for a positive vision of oneself. The castle means a life in the essentials (in God). The great treasure in the life on earth is the way to enlightenment. To get permanent inner happiness we have to overcome our ego (the blue dragon). To win on our spiritual path (laurel wreath) we need endurance. The first step to victory is to create a positive vision. The second step is to find the path to realize our goals. The third step is to go the way until we have reached our goals. Oracle = Get clarity. Create a clear vision of your life. What do you want to achieve in your life? What are your goals? What is your idea of ​​a happy life? What visions appear in your mind? Those who have positive visions, also have the power to live positively. "My goals are ... My positive vision is ..." Realize your dream of a happy life. Stay on your track. Go consistently your way of wisdom and hope. Forward. Success. ==Flexible Forward == 58. [[w:Eight of Cups|Eight of Cups.]] A man in a red coat is walking with a large stick through a landscape full of shoals and rocks. The moon has moved in front of the sun. The man finds the right way, because he follows his inner wisdom (intuition). The red coat means that he goes the way of all-embracing love. He sees the suffering of others and helps them within his means. The path is difficult to find because it is dark. The man felt his way with his stick. He looks exactly at his situation. He listens carefully at his inner voice of wisdom. He avoids the water holes, goes his way flexible forward and reaches his goal. Oracle = The situation is difficult. Go slowly forward with a good feeling for the right way. Hear at your inner wisdom. Feel in each moment what you need and what is your path of victory. Look exactly at your situation and find flexible your way. Optimism. Success. ==Completion== 59. [[w:Nine of Cups|Nine of Cups.]] A contented man sits with arms crossed on a bench. He has spent force and effort to get to his current success. The man got a great triumph. The success is characterized by nine golden chalices on the blue podium behind him. Now the man lives on a winning level. His green shoes indicate that he may go his way forward with optimism. The fortune will be with him. Everything is good and will be getting better and better. Oracle = Completion. The good thing is done. You have won. High level of satisfaction. Now you are allowed to relax and to enjoy your life. Be happy about your success. Celebrate your victory. Dedicate your victory to all beings. "I dedicate my success to the happiness of all beings. May all people be happy. May the world be happy." ==The Rainbow== 60. [[w:Ten of Cups|Ten of Cups.]] On the blue sky appears a rainbow with ten golden chalices. The people in the green country under the rainbow are happy. The children dance. A man and a woman are jubilating. They look to the rainbow in the sky. The rainbow is a symbol of fortune. It points to great internal or external happiness. The rainbow is a semi-circle of light. If we extend the rainbow, we get a circle. Enlightenment can be well represented by a circle. The circle symbolizes the cosmos, wholeness, inner harmony. The enlightened is in harmony with himself and his world. Enlightenment comes always by grace. We can only do what we can, but the Holy Spirit (the light of God) comes into us by his own. We have no claim on luck in our life, but life can bless us if it wants. Oracle = Great grace. Great happiness. Day of blessing. Something very happy has happened or will happen. Which happy event has happened in your life? What has come to completion? What are you thankful for today? If you start something, this card shows you a great success. Celebrate the day. The heaven has blessed you with great fortune. ==The Inner Voice== 61. [[w:Page of Cups|Page of Cups.]] A young man with a blue hat (intuition) stands on the shore of the sea (in front of his own subconscious). He holds a chalice with a fish in his right hand. The man speaks with the fish. He asks him for advice, for guidance and help along the way. The fish is his inner voice of wisdom. The inner wisdom is a combination of clear thinking and inner feeling. If we think clearly about a problem and explore our feelings, we find our personal best way of life. Who is good in touch with himself finds his path to spiritual self-realization. We can consider our inner voice as the voice of God (the enlightened Master) in ourselves. In a higher dimension the enlightened Masters are connected with us through the energy of truth. They can lead us through our inner voice of wisdom into a life in the light. All we have to do is to follow consistent our personal way of wisdom (rightness). The knave of Cups is wearing a blue dress with white and red lilies on it. He goes the path of inner purification (white flowers) and the path of universal love (red flowers). He is good in touch with his inner voice (the fish in the chalice). Thus he will be a winner in his life. Oracle = Consider carefully your inner and outer situation. What are your goals? What is your path of wisdom? Listen to your inner voice. Connect yourself with the enlightened energies (with God). "Om all enlightened Masters. Om inner wisdom. Please guide and help me on my way." Forward with a good inner feeling, wisdom and endurance. Optimism. Success. ==Creativity== 62. [[w:Knight of Cups|Knight of Cups.]] A knight on a white horse (power, inner purification) passes the great river from the land of suffering to the land of light. He follows his inner voice of wisdom and succeeds. In his right hand, he holds a big golden chalice. The chalice represents his wisdom. It is the Holy Grail. Anyone who follows his inner voice of wisdom finds the path of spiritual self-realization. He can turn his hardened (iron) soul into a golden soul full of happiness and light. The knight (spiritual hero) wears the insignia of the God Hermes (winged helmet and winged sandals). He is a Bodhisattva. He brings the people the message of the way of love, peace and happiness. Oracle = Overcome all difficulties creatively. Stay on your track. Listen to your inner voice of wisdom. What are your goals? What is your way of wisdom. "Om all enlightened Masters. Om inner wisdom. Please guide and help me on my way." Think about, "My way of wisdom is... Unwisdom is ..." Forward with wisdom, creativity and endurance. The power is with you. Success. ==The Holy Grail== 63. [[w:Queen of Cups|Queen of Cups.]] On the beach of the sea sits in a white dress (inner purification) with a golden crown, the Queen of Cups. The stone throne (self-discipline) is decorated with mermaids (a good inner sense). The Queen concentrates at the ornate chalice with a cross on top in her hands. Two angels on the left and right side pray to the chalice. The ornate chalice is the [[w:Holy Grail|Holy Grail]]. It represents the holy life in God. It represents a life in happiness, holiness and love. It shows us the goal of enlightenment. The way to reach this goal is not easy to find and to go. We need a clear thinking, a good feeling and much self-discipline. By the grace of God we will succeed. This Tarot Card shows, that the grace is with us. We hold the Holy Grail in our hands. We can find our way into a life of happiness. We only have to go our spiritual path with wisdom and endurance. The Queen of Cups is in a good contact with herself. She is a Mistress of spirituality. She finds creatively her way to her goal. Oracle = Focus on your goal and flow creatively through all difficulties. Save yourself with your spiritual exercises. Practice at the right time meditation, walking (sports), reading, doing good and enjoying the life. Be a master of an effective happiness practicing. With a good inner feeling you find your way into the light. Forward with endurance. Success. ==The Master of Dance== 64. [[w:King of Cups|King of Cups.]] In the midst of the wild sea of life sits the King of Cups on his throne of stone (serenity). He is buffeted by raging storms. The clothing of the king is blue (inner peace). His cloak is orange (love) with a red border (power). Around his neck he wears a necklace with a gold fish. He is the king of wisdom and good inner feeling. In his right hand he holds a golden chalice (wisdom) and in the left hand a golden scepter (power). He sticks to his wisdom and rules with power himself and his world. Ultimately, the King of Cups represents an enlightened master who can retain his enlightenment even in difficult situations. In Tibetan Buddhism he is called a Master of Mahamudra. In Yoga we speak of a Siddha, a master of the spiritual energies. As a symbol of this, there is the dancing Shiva ([[w:Nataraja|Nataraja]]), who sacrifices his ego (under his feet), lives in the unity of the cosmos (in a circle of light) and holds himself with the five elements (arms, legs and head) in internal equilibrium. Thus he can dance with the life and always keep his happiness. Oracle = You are a Master of Dance with life. You stay even in the greatest external chaos internally stable. With the five elements of serenity, self-discipline, wisdom, love and enjoyment you keep your internal equilibrium. You dance with the difficulties and grow by that into in a life in the light. High praise. ==Ace of Swords== 65. [[w:Ace of Swords|Ace of Swords.]] Out of the gray sky (a situation of suffering) a hand (God) gives you a sword with a golden crown. It is the crown of the spiritual winner. To get enlightenment (happiness, a life in the light) you have to sacrifice your ego. You have to give up something to break through into the light. At the crown are hanging an olive branch and a palm branch. You will succeed. From the golden crown are falling six tears to the ground. The waiver is not easy. But the expected fortune gives you the strength to perform your sacrifice. Oracle = Who wants to achieve a goal has to sacrifice something for it. He must give up something (companionship, pleasure) and has to invest something (effort, work, self discipline). An athlete trains every day to win the competition. A worker is working every day hard to obtain external wealth. A yogi exercises every day consistent to get enlightenment. The cosmos makes you today the great gift of success. He blesses your path of sacrifice. You'll achieve your goal. If you now make the necessary sacrifice for your goal, you will get a large external or internal win. What sacrifice is necessary to achieve your goal? "My goal is ... The necessary sacrifice (waiver) is ..." What do you need, so that you can go your way positively? Give it to you. Forward. Get the victor crown. You will one day be a king of happiness. Success. ==Inner Sense== 66. [[w:Two of Swords|Two of Swords.]] On a gray beach in the dark night a woman in a white dress is sitting on a stone bench. Her eyes are bandaged. Her arms are crossed protectively in front of the heart chakra. Behind the white woman is the sea of her subconsciousness with some rocks and the land of paradise (happiness) in the background. To find her way, she must carefully explore her subconsciousness. She must feel exactly what blocks her inner happiness. What wrong desires, attachments and fears are in her. A half moon shines on the sky above her. She will find her way to her goal (happiness) with a good inner sense (intuition). In her hands she holds two swords, which show like two large sensors to the left and right top in the sky. The swords are her feelers on the way to happiness. The two swords to resolve inner tensions are wisdom (a clear mind, clear thinking) and a good feeling for oneself. Oracle = Follow your truth (reason) and your inner feeling (intuition). When reason and inner feeling work together well, they can bring you to happiness. Inner happiness is created by the resolution of the tensions in the body and in the mind. What exercises dissolve your inner tensions and bring you into happiness? Physical (walking, yoga, sports, meditation) and spiritual exercises (reading, mental work, all-embracing love, positive sentences) are required. Explore yourself, find out what you need, live on a wise spiritual schedule and organize your day well. The path in the moment is hard to see. Stay on your track. Go slowly forward. Feel what is right in each moment. Success. ==Suffering== 67. [[w:Three of Swords|Three of Swords.]] The sky is grey. Sorrows. It's raining. Grief. A big red heart is pierced by three swords. Pain. Go into the nothingness, sacrifice your ego, accept your fate and transform into fullness. By killing your ego with the three swords of wisdom, spiritual exercises and all-embracing love you can get to happiness. Live as a spiritual practitioner, as a helper of all beings and in God (being-unity consciousness-bliss). There is a way to overcome all suffering. This is the path of enlightenment. Walk consistently the way of inner happiness and reach a higher level of life. At this level you integrate all grief and stay anyhow in the light, because the happiness comes from inside (from God). Oracle = There is suffering in your life. You can overcome the suffering. Sacrífice your ego by doing your spiritual practices (meditation, reading, walking, doing good, enjoying the life). Accept all the suffering, bring enough spiritual exercises in your life and live primary for the happiness of your fellow man. Flow positive with life. Forward with wisdom, self-discipline and optimism. Succeed in five steps. '''The problem:''' Describe briefly your situation and your problem. How exactly is your situation? What is the problem? Where is the center of the problem? '''The emotions:''' What are the feelings it in you? Fear, anger, addiction / desire, grief. What feeling is strongest? Where is the feeling sitting in your body? '''The thoughts:''' What thoughts are connected with your feelings? Why are you sad, anxious, angry or longing? Count all your stressful thoughts down. (My thoughts are ...) '''Thinking:''' Think about your problem for so long, until you find a solution. Collect all the information you need. Think about different solutions. What is the way out of your problem? What triggers your problem? '''Implementation:''' Succeed. Fulfill your positive life plan. Avoid meaningless brooding. Now is the time to realize powerful. Go your way to victory. "My positive thought is ....(I will win. I will get happiness. Forward.)" ==Ego Sacrificing== 68. [[w:Four of Swords|Four of Swords.]] A dead knight lies in a grave chamber on a brown coffin. Above him hang on the wall three swords. A fourth sword is beside the coffin. The knight (spiritual hero) has his hands folded in front of the heart chakra. He prays to God (the enlightened Masters) and God will help him. In a stained glass window in the upper left corner of the Tarot Card we see the resurrected Christ, who blesses a kneeling disciple. The way to come from suffering to happiness show the four swords. They point to the head (wisdom), the heart (love), the solar plexus (power) and the whole body of the knight (ego sacrificing). Oracle = Take the suffering in your life. Let your false desires go. Pray: "Om all enlightened Masters. Om inner wisdom. Please guide and help me on my way." Come to resurrection. Stand up. Free yourself. What is your problem? What solves your problem. Go consistently your way of wisdom, love and happiness. Make your spiritual exercises (meditation, walking, reading, mind work). Live in the all-embracing love and find your way of doing good. Go ahead on a middle path. Bring enough enjoyment into your life. Forward with self-discipline. Success. ==The Enemy== 69. [[w:Five of Swords|Five of Swords.]] Storm clouds move across the sky. A difficult situation. External or internal chaos. But you will win, if you go forward cleverly. A smiling man carries the two swords of his enemies on his shoulder. He has defeated his enemies. The enemies go away sad. In his right hand the winner holds his own sword, and on the ground lie two other swords. All in all the man has five swords. The number five points to the five elements of the Tarot. The man succeeded with the five qualities wisdom, power, serenity, love and joy. He is a Master of the five elements. The way to win is firstly to recognize clearly the internal and external opponents. If we see them clearly, we find their weaknesses and can overcome them with a clever strategy. Oracle = You are a winner on your problems. What are your goals? Look exactly at your situation. Where are the difficulties? What is the way to go through? What is your (inner or outer) enemy? How can you overcome him? Be creative. Be clever. What is your way of victory? Think: "My opponent is ... My way to win is ..." Forward with optimism. You will succeed. ==The Ferryman== 70. [[w:Six of Swords|Six of Swords.]] A boatman takes his family (a wife and a child) with himself on his way across the great river into the land of light. In the boat stick six swords. Working as a spiritual ferryman is a way to sacrifice the ego, to live in the all-embracing love and to attain enlightenment. Many spiritual people have lost themselves on the way of helping. If a not enlightened man wants to work as a spiritual teacher (priest, yoga teacher, psychotherapist, life coach), he must be aware of the ego traps and able to control his negative qualities. After any contact with his unenlightened fellow men he must spiritually cleanse his mind. Who is not fully enlightened and works as a spiritual teacher has to be aware of his actions. He should focus on his own practicing, connect every day with the enlightened Masters and check himself on pride, greed, attachment, careerism, and sexual lack of clarity. A real spiritual Master is more a beggar than a Buddha. He is anchored in the egolessness and not in the idea to be ​​a great enlightened. He is more a servant of his fellow men as their king. He lives in being and giving and not in wanting to be admired. Oracle = Working as a spiritual ferryman gives you the strength to bring yourself to enlightenment. Help your fellow man. Rescue spiritually your family, your children and all people associated with you. Give them the great knowledge of inner happiness and the path of all-embracing love. Keep yourself small. Stay humble, modest and as a servant of all. Connect yourself every day with the enlightened Masters (God). The enlightened Master will lead and protect you. "Om all enlightened Masters. Om inner wisdom. Please guide and help me on my way." Success. ==Cleverness== 71. [[w:Seven of Swords|Seven of Swords.]] A man with a red hat (love) sneaks up on tiptoe, with five swords in the arm from a tent camp. He robs his opponents their power. He is very clever and careful. The sky is yellow. Optimism. The man wins on his way. Two swords are stuck behind him in the ground. The man is good earthened. He holds himself small and unobtrusively. Therefore his opponents underestimated him. They sleep and he uses the situation to succeed. In Norse mythology there is the figure of Loki. Loki the sly knows how to help in any situation. He is a cunning fox. He can always think of something. He is clever, creative, flexible, and usually at the end victorious. Oracle = The clever spiritual master. Do good. Help your fellow man on the spiritual path. Connect love and wisdom. Then you succeed. The situation is difficult. The enemy is strong. Consider the conditions. Recognize your opportunities. Be aware of your personal strengths and weaknesses. What is your goal? In what way can you reach it? "My situation is ... My way to victory is..." Flow clever, creative and flexible with the circumstances and you will win. Forward with optimism. Success. ==Sensitive Feeling== 72. [[w:Eight of Swords|Eight of Swords]] A woman blindfolded and with arms shackled goes her way through a country full of water holes. The sky is gray. The situation is difficult. The woman can feel the right path only with her feet. She can only go forward slowly. Around the woman stuck eight swords in the ground. The number eight points to the path of love (karma yoga). In the background we see a white castle on a hill. The white castle is the goal of enlightenment. Who is innerly purified lives in God (the cosmos) as in a castle. Nothing outwardly can destroy his inner peace and happiness. The woman wants to get enlightenment through the path of all-embracing love. She wants to destroy her ego by doing good to all. The way of embracing love is hard to go. There are many traps lurking along the way. If a person works too little for the goal of a happy world, this dissolves not his ego. He does not get into a cosmic consciousness and develops no inner happiness. If a man works too hard for his fellow people and cares too little for himself, he loses his enlightenment energy. A Karma-Yogi must therefore live in the right balance of external work, sufficient rest, and spiritual practice. Ideally, he should work out from the rest (God) for a happy world. Oracle = The situation is difficult. The path is hard to see. Look carefully at your situation, your fellow man and your personal options. Success through a sensitive feeling for the right way. Go forward step by step. Thus you will reach your goals. "The right way in the moment is... Now I do best ..." Success. ==Mourning== 73. [[w:Nine of Swords|Nine of Swords.]] Nine swords lie horizontally on a black wall. Great sacrifice of the ego. A woman in a white nightgown sits weeping on her bed. She holds her hands over her face. Great mourning. On the bed frame we see a picture of standing man who kills a seated man with a spear. The seated man symbolizes the sad woman. Something has killed the ego of the woman. She has to let go her false wishes. Mourning is helpful for that. On the legs of the woman lies a beautiful blanket with red roses. If the woman takes her hands from her face, she can see the beauty in her life. The way to overcome her grief is love (red roses) and spiritual practice (blue drawings). Oracle = After the crisis. Overcome your grief. Let your sorrows go. Think about your positive goals. Get up, be active and succeed in your life. What is your way of a successful life? What are your goals? "My goals are... My way to win is... " Success. Optimism. Go forward to happiness. Enjoy the day. Do something you like. ==Twilight of the Gods== 74. [[w:Ten of Swords|Ten of Swords.]] On the ground lies a dead man. He is covered by a blood-red cloth. Ten swords stuck in his back. The sky is black. Ten is the number of God. The man gave up his ego. He has let go of his worldly desires. He has accepted the suffering in his life. He has sacrificed himself in his spiritual path. He expects only happiness from himself, from his spiritual exercises, from a life in God (inner happiness). The outer world is dead to him. He recognized his wordly desires as an illusion, as a false dream. Some life in him is still there. His white left arm shows at us. His hand forms a mudra (energy awakening through spiritual exercises). Under the yellow horizon we see the big river and the land of light. We have to stand up, to cross the river and to awaken our inner happiness. We can be happy amidst all the chaos of life. We only need to let our attachment to the world go and to live in enough rest, enough spiritual practicing and in the all-embracing love (doing good to all, working for a happy world). Then our body will be filled with enlightened energy, and we feel strength, love, peace and happiness in us. Oracle = The path over the great river into the land of light runs through the death of the ego. Let your false wishes go. Take the things how they are. Stand up and go into the land of light. Make your spiritual exercises (yoga, meditation, reading, walking, doing good). Forward with strength. Success. ==Self-Confidence== 75. [[w:Page of Swords|Page of Swords.]] On a hill stands a young man and swings his sword. He goes his way with self-confidence. The blue sky shows some clouds. He has to fight a little bit. But the problems are small and the page can do it well. The sword refers us to the path of sacrifice. The young man must cut his worldly attachments. He has to concentrate on his spiritual goals, and focus himself on his spiritual path. Above the head of the young swordsman are flying ten black birds. Ten is the number of God. Black is the color of ego sacrificing. To come into a life in the light, the young man has to go through the darkness. The boots of the young man are red (power), the pants are green (hope), the vest is brown (serenity), the collar is white (wisdom) and the sleeves are yellow (happiness). The young man will succeed on his way into the light. Oracle = Look at you as a winner and you will conquer. What are your goals? What is your path? Think: "My goal is... My way of victory is..." Trust in your own power. If you trust yourself and go consistently your path of truth, the victory is with you. There are some minor difficulties and problems. Go forward with confidence and firmness. Success. ==Save the World== 76. [[w:Knight of Swords|Knight of Swords.]] Chaos in the world. Stormy clouds. Black trees. The land is parched and needs water. A knight (spiritual hero) in an iron armor (power) with a red cape (love) comes on a white horse and saves the world. He swings his sword. He fights with all his power for a better world. If the world were a village of 100 inhabitants, then one man is super rich. He owns a third of the country and 30% of the village's assets. 20 people have 80% of the total wealth of the village. They have much more than they need. 40 people have enough money. 40 people (40%) are the poor. Half of them are malnourished or starving directly. In their environment, there is no adequate disease prevention, severe addiction problems (drugs, alcohol) and an escalating crime. The external wealth has doubled in the West in the last fifty years. At the same time the number of depression has increased tenfold. The unregulated capitalism leads to large external wealth for a few people and hunger and unhappiness for ever more people. Capitalist globalization will bring a few super-rich, a little wealth for a small middle class and a massive impoverishment of a large underclass. It creates huge slums, crime and a lot of substance abuse problems. If we do the capitalist globalization with no wisdom, we will destroy the environment, poverty will become uncontrollably large and the unhappiness will grow. There will be many senseless wars. We need a globalization of love, wisdom and peace. The world community should be centered in the principles of universal love, world peace, happiness for all, enough work for all, enough food for all and adequate health care for all. A world savior works within his means for a happy world. Humanity is one family. In a good family, all family members contribute to the success of the entire family. May we understand this, accept our social responsibility and act powerful. Oracle = Forward. Look at the misery of the world. Don't look away. There are always people who need help (the poor, elderly, sick, lonely). There is always something that we just can do. Anyone can send light to his fellow man every day. Anyone can participate in a charity. Anyone can donate some money. Anyone can live as a world savior. We can spread the knowledge from the path of wisdom and love on the internet. We can strengthen our fellow people with positive thinking. We can organize social activities. The internet offers great opportunities to work for a better world. A Bodhisattva (Knight of Swords) concentrates on the suffering of the world, awakes his compassion and grows by this to enlightenment. He gets an unity consciousness by working for the poor and suffering people of the world. Work for a world of love, peace and happiness. What can you do? "My way to help is ..." Sacrifice your ego. Overcome your dullness. Forward as a hurricane. The power is with you. Success. ==Queen of Love== 77. [[w:Queen of Swords|Queen of Swords.]] The Queen of Love sits in a white dress (cleansing exercises) with a golden crown (mistress of wisdom) on a stone throne (self-discipline) in the midst of gray clouds (outer misfortune). She lives in a world of suffering, but her head is clear. Spiritually she lives in a dimension above her outer suffering. The Queen holds a sword like a szepter in her right hand (power) and blesses with her left hand all people with love and wisdom. The sky is blue and a black bird flies over her head (ego sacrificing). The tarot card shows the Queen not frontally but sideways. She takes her fellow man more important then herself. She lives in the center of life as a Bodhisattva (Queen of Love) and thus can rise herself above her own suffering. Oracle = The bad news is: "You live in a field of suffering." What is the suffering in your life? The good news is: "You can still be happy and just because." You can transform your field of suffering into a field of spiritual growth (Buddha field). Your suffering can be your great helper on the way to inner happiness. Without the suffering in your life you'd probably never practice consistently spiritually. The secret of a happy life is that happiness is not primarily an external but an internal matter. If happiness is mainly an internal matter, then we can grow even in outer misfortune to inner happiness. We only have to do enough spiritual exercises (yoga, meditation, walking, reading, mental work). We only have to resolve our internal tensions. Then at some point happiness and enlightenment appears in us. We only need to organize our life so that we grow spiritually. We must develop enough self-discipline. We must live on an effective daily spiritual exercise plan. And we should live in the center of our life as a karma yogi (Bodhisattva, person of all-embracing love). We must take our fellow man more important than ourselves, so that our ego dissolves and we get a unity consciousness. Transform yourself into a Goddess of Happiness. Do your spiritual exercises. Move a hand and send all people light: "I send light to... May all people be happy. May the world be happy." Happiness on the way of spiritual exercises and all-embracing love (doing good to others). Forward. Success. ==The Master of Life== 78. [[w:King of Swords|King of Swords.]] In the land of suffering (black trees, grey clouds) sits the King of Swords on a stone throne (self-discipline) in a blue clothing (inner peace). He has a red cape over his shoulders (love), a crown on his head (wisdom) and a sword in his right hand (ego sacrificing). He has to take things as they are. His left hand lies on his knees. On the middle finger we see the Philosopher's Stone. The King of Swords is a Master of Life. He owns the knowledge to transform unhappiness into happiness. His secret is the combination of love, wisdom and spiritual exercises. He lives by a consistent spiritual day plan (going, reading, meditating, resting). He practices consistently mental work (overcoming negative thoughts and feelings). On the back wall of his throne is a drawing of the paradise with Adam and Eve, two crescent moons (a symbol for God) and many butterflies. His vision is a happy world full of love, peace and wisdom. His vision is to live in paradise, to transform his world into a paradise. Oracle = Forward on the threefold way of wisdom, love and spiritual exercises. Succeed through consistent mental work (self-reflection, positive thinking), doing good (working for a happy world) and enough daily exercises (yoga, walking, meditation, oracle reading). Give yourself enough rest and enough pleasure. Go with a clever strategy through your day. Transform yourself from unhappiness to happiness. You master your life in a difficult situation. Forward. Success. ==See also== {{wikibooks|Yoga}} *[[Tarot]] *[[Yoga oracle]] *[[w:Divinatory, esoteric and occult tarot|'''Divinatory, esoteric and occult tarot''']] *[[God]] *[[Happiness]] ==External links== *[http://www.youtube.com/watch?v=jfoSE4gjFco&feature=related Lost History-Tarot Cards (Video, 3 min.)] * [http://www.sacred-texts.com/tarot/index.htm Sacred Texts website] [[Category:Happiness]] bgzgfmws7ey8ciw08d4q835u08jp7pf 0 133462 2821595 2332906 2026-08-12T05:16:05Z Atcovi 276019 project box(es) 2821595 wikitext text/x-wiki {{uncategorized}} {{unknown subject}} == Electrical Impedance Tomography == === Introduction === Electrical Impedance Tomography (EIT) or Bioimpedance Tomography is an imaging method that aims to reconstruct the electrical conductivity distribution of an object based on electrical voltage measurements made on its surface when an electrical current is applied to it <ref name="bayford">Bayford, R. Bioimpedance tomography (electrical impedance tomography). Annu. Rev. Biomed. Eng., 8:63–91 (2006).</ref>. It has many fields of application including industry, geophysics and medicine <ref name="lionheart">Lionheart WRB, Polydordes N, Borsic A. The reconstruction problem. Electrical Impedance Tomography: Methods, History and Applications, ed. DS Holder, Part 1, Inst. Phys., pp. 3–64 (2004).</ref>. Although it is not yet used in everyday clinical practice, it is considered to have a big potential as it is a relatively low-cost and minimally invasive technique <ref name="bayford" />. === Forward Problem. === The Forward Problem (FP) consists in predicting the electrical voltage distribution on the outermost surface of the object when the conductivity distribution and the applied current are known. Maxwell’s equations govern the physics of the problem. [[File:Corriente.png |thumb|right|alt=EIT Forward Problem]]If the object has a special geometry such as spherical or cylindrical, the FP can be solved analytically <ref> E. Frank. Electric potential produced by two point current sources in a homogeneous conducting sphere. J. Appl. Phys., 23(11):1225-1228 (1952). </ref> <ref>J.C. de Munck, T.J.C. Faes, R. Heethaar. The boundary element method in the forward and inverse problem of electrical impedance tomography. IEEE Trans. Biomed. Eng., 47:792–800 (2000). </ref> <ref>Fernández-Corazza M, von Ellenrieder N, Muravchik CH. Estimation of electrical conductivity of a layered spherical head model using electrical impedance tomography. J Phys Conf Ser, 332(1):012022 (2011).</ref>. However, the objects under study (e.g. thorax or brain) are not usually found in these convenient shapes, although it is common practice to approximate them as spheres or cylinders. If the real shape is going to be considered, 2-D or 3-D electrical models of the object must be built and numerical methods such as the Finite Element Method (FEM) or the Boundary Element Method (BEM) can be used to solve the FP over arbitrary geometries. <ref name="goncalves">S.I.Gonçalves, J.C. de Munck, J. Verbunt, F. Bijma, R. Heethaar, F. L. da Silva. In vivo measurement of the brain and skul resistivities using an EIT-based method and realistic models for the head. IEEE Trans. Biomed. Eng., 50(6):754–767 (2003).</ref><ref>Abascal JFP, Arridge SR, Atkinson D, Horesh R, Fabrizi L, Lucia MD, et al. Use of anisotropic modelling in electrical impedance tomography; description of method and preliminary assessment of utility in imaging brain function in the adult human head. NeuroImage, 43(2):258 –68 (2008). </ref><ref name="fernandezrpic">Fernández-Corazza, M., L. Beltrachini, N. von Ellenrieder, y C. H. Muravchik. Tomografía de impedancia eléctrica y resonancia magnética como herramientas conjuntas para la estimación paramétrica de la conductividad eléctrica del cráneo y del cuero cabelludo. In XIV Reunión de Trabajo Procesamiento de la Información y Control RPIC 2011, tomo 845–850, págs. 1–6. Oro Verde (2011).</ref> === Inverse Problem. === The Inverse Problem (IP) or reconstruction problem consists in the estimation of the internal conductivity based on measurements of the electrical voltage on the surface and the knowledge of the applied current. The general idea is to find the conductivity that minimizes the difference between the measured and predicted (by the FP) voltages <ref name="lionheart" />. As some other inverse problems, it is ill-conditioned so that some a priori information is needed to convert it to a well posed problem. Several algorithms have been proposed and discussed in the literature <ref name="lionheart" />. The IP can be concerned with the estimation of the entire conductivity distribution (or conductivity map) or with the estimation of a few key parameters. This parametric approach comprises, for example, the estimation of coefficients of smooth basis functions of conductivity, or the estimation of the conductivities of the main tissues of the head when the assumption of constant conductivity within each tissue is made <ref name="goncalves" /><ref name="fernandezrpic" />. === Application to brain function. === When EIT is applied to the study of brain function, the most common set-up consists in several electrodes attached to the scalp connected to a current generator and a data acquisition system. At a time , two electrodes drive the current while the electrical voltage is measured on the others. In zones of the brain where increasing activity occurs, there is an increment of blood that produces a slight change in the impedance of that region. Although difficult to measure, this impedance change could be detected by EIT <ref name="bayford" /><ref name="holder">Holder, D. Electrical impedance tomography of brain function. In World Automation Congress. Hawaii (2008).</ref>. Small and fast conductivity changes are also produced by neuron depolarization and at present, EIT is the only method that has the potential to image them <ref name="holder" />. The parametric approach can be used to estimate the conductivity of the main tissues of the head, based on the knowledge of the surfaces that delimit them. This information can be obtained, for example, from Magnetic Resonance Images. ===References=== <references/> rfzjrrkv7u82x7ha5gjfonw7ydii6vy 0 139384 2821461 2821350 2026-08-11T13:57:48Z Young1lim 21186 /* Adder */ 2821461 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20260810.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20260810.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] m5yp9rg5bqe73tww3r68cik5vffjvrc 2821464 2821461 2026-08-11T13:59:56Z Young1lim 21186 /* Adder */ 2821464 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20260811.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20260811.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] 5u8ud86i992h3yltned5bpfxrgwhlw9 4 159012 2821513 2818133 2026-08-12T00:03:21Z MediaWiki message delivery 983498 /* This Month in GLAM: July 2026 */ new section 2821513 wikitext text/x-wiki == Archives == * [[Outreach:GLAM/Newsletter/Archives]] == ''This Month in GLAM'': January 2025 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/January 2025|<span style="color:darkslategray;">This Month in GLAM – Volume XV, Issue I, January 2025</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/January 2025/Contents/Africa report|Africa report]]: Guinea-Bissau Heritage from Commons to the World * [[outreach:GLAM/Newsletter/January 2025/Contents/Albania report|Albania report]]: Wikimedian in Residence at the Qemal Baholli Public Library in Elbasan (October - December 2024) * [[outreach:GLAM/Newsletter/January 2025/Contents/Aruba report|Aruba report]]: Wikipedia on Aruba project has officially begun! * [[outreach:GLAM/Newsletter/January 2025/Contents/Brazil report|Brazil report]]: Wiki Loves Maranhão * [[outreach:GLAM/Newsletter/January 2025/Contents/Germany report|Germany report]]: Exploring Wikidata & Building Community for Cultural Heritage Professionals * [[outreach:GLAM/Newsletter/January 2025/Contents/Indonesia report|Indonesia report]]: Celebrating Public Domain Day 2025 in Indonesia * [[outreach:GLAM/Newsletter/January 2025/Contents/Italy report|Italy report]]: New Wikimedia Italia Grant for GLAMs * [[outreach:GLAM/Newsletter/January 2025/Contents/Netherlands report|Netherlands report]]: 3 Million Dutch Cultural Heritage Images in Commons & 400,000 RCE images now in higher resolution & Usage of DBNL in Dutch Wikipedia articles * [[outreach:GLAM/Newsletter/January 2025/Contents/New Zealand report|New Zealand report]]: Student led Edit-a-thon * [[outreach:GLAM/Newsletter/January 2025/Contents/Poland report|Poland report]]: GLAM-Wiki 2024 in Poland: Achievements, Collaborations, and Impact * [[outreach:GLAM/Newsletter/January 2025/Contents/Serbia report|Serbia report]]: Wikimedia Serbia: Advancing GLAM collaborations and digital heritage * [[outreach:GLAM/Newsletter/January 2025/Contents/Switzerland report|Switzerland report]]: Swiss GLAM Programme * [[outreach:GLAM/Newsletter/January 2025/Contents/UK report|UK report]]: Cairo Geniza * [[outreach:GLAM/Newsletter/January 2025/Contents/USA report|USA report]]: Wikipedia Day * [[outreach:GLAM/Newsletter/January 2025/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: BHL-Wiki Working Group January monthly highlights * [[outreach:GLAM/Newsletter/January 2025/Contents/Special story|Special story]]: Join the Global GLAM Call – Tuesday, February 11th, 13:30 UTC! * [[outreach:GLAM/Newsletter/January 2025/Contents/Memory of the World report|Memory of the World report]]: To the front page! * [[outreach:GLAM/Newsletter/January 2025/Contents/Wikidata report|Wikidata report]]: Wikidata at WikiLibCon 2025 * [[outreach:GLAM/Newsletter/January 2025/Contents/Events|Calendar]]: February's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/January 2025/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 23:23, 9 February 2025 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=28125057 --> == ''This Month in GLAM'': February 2025 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/February 2025|<span style="color:darkslategray;">This Month in GLAM – Volume XV, Issue II, February 2025</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/February 2025/Contents/Albania report|Albania report]]: Celebrating the English Wikipedia’s Birthday in Albania! * [[outreach:GLAM/Newsletter/February 2025/Contents/Belgium report|Belgium report]]: Belgium Public Domain Day and Dance Heritage * [[outreach:GLAM/Newsletter/February 2025/Contents/Brazil report|Brazil report]]: Wiki and COP30 in the Amazon rainforest * [[outreach:GLAM/Newsletter/February 2025/Contents/Germany report|Germany report]]: GLAM digital and seminar on Jewish life * [[outreach:GLAM/Newsletter/February 2025/Contents/Italy report|Italy report]]: GLAM call and Progetto cultura * [[outreach:GLAM/Newsletter/February 2025/Contents/Netherlands report|Netherlands report]]: [GLAM metrics] Usage of Delpher in Dutch Wikipedia articles * [[outreach:GLAM/Newsletter/February 2025/Contents/New Zealand report|New Zealand report]]: Wikipedia podcast episode, Trilepidea newsletter article, and the Wikipedian at Large * [[outreach:GLAM/Newsletter/February 2025/Contents/Macedonia report|North Macedonia report]]: Wikimedia MKD GLAM program for 2025 * [[outreach:GLAM/Newsletter/February 2025/Contents/Poland report|Poland report]]: What's up in GLAM in Poland * [[outreach:GLAM/Newsletter/February 2025/Contents/Switzerland report|Switzerland report]]: Swiss GLAM Programme * [[outreach:GLAM/Newsletter/February 2025/Contents/UK report|UK report]]: Islamic and Jewish history * [[outreach:GLAM/Newsletter/February 2025/Contents/Ukraine report|Ukraine report]]: GLAM news from Ukraine – events for libraries, #1Lib1Ref, launch of a larger GLAM product * [[outreach:GLAM/Newsletter/February 2025/Contents/USA report|USA report]]: February meetings * [[outreach:GLAM/Newsletter/February 2025/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: BHL-Wiki Working Group February monthly highlights * [[outreach:GLAM/Newsletter/February 2025/Contents/AvoinGLAM report|AvoinGLAM report]]: Connecting Media Art Archives * [[outreach:GLAM/Newsletter/February 2025/Contents/Memory of the World report|Memory of the World report]]: 5.1 million image views * [[outreach:GLAM/Newsletter/February 2025/Contents/Wikidata report|Wikidata report]]: Wikidata event: Data Reuse Days 2025 * [[outreach:GLAM/Newsletter/February 2025/Contents/Wikisource report|Wikisource report]]: Wikisource Conference 2025 * [[outreach:GLAM/Newsletter/February 2025/Contents/Wikimedia and Libraries User Group report|Wikimedia and Libraries User Group report]]: Wikimedia + Libraries International Convention 2025 * [[outreach:GLAM/Newsletter/February 2025/Contents/Events|Calendar]]: March's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/February 2025/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 16:51, 10 March 2025 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=28357408 --> == ''This Month in GLAM'': March 2025 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/March 2025|<span style="color:darkslategray;">This Month in GLAM – Volume XV, Issue III, March 2025</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/March 2025/Contents/Albania report|Albania report]]: WikiGap in Albania 2025, and essential initiatives for free knowledge * [[outreach:GLAM/Newsletter/March 2025/Contents/Argentina report|Argentina report]]: Archives and Human Rights activities * [[outreach:GLAM/Newsletter/March 2025/Contents/Belgium report|Belgium report]]: International Women's Day, Wikipedia officially recognised as Digital Public Good and invitation for the General Assembly * [[outreach:GLAM/Newsletter/March 2025/Contents/Brazil report|Brazil report]]: Every Book Its Reader is coming * [[outreach:GLAM/Newsletter/March 2025/Contents/Czech Republic report|Czech Republic report]]: New Horizons of Czech GLAM Partnerships in 2025 * [[outreach:GLAM/Newsletter/March 2025/Contents/France report|France report]]: Archivist Forum 2025 * [[outreach:GLAM/Newsletter/March 2025/Contents/Italy report|Italy report]]: Ten winners of Wikimedia Italia 2025 GLAM call * [[outreach:GLAM/Newsletter/March 2025/Contents/Netherlands report|Netherlands report]]: International Womensday; New Wikimedian in Residence at Maastricht University * [[outreach:GLAM/Newsletter/March 2025/Contents/New Zealand report|New Zealand report]]: What's on at Auckland Museum, and International Women's Day at University of Otago * [[outreach:GLAM/Newsletter/March 2025/Contents/Nigeria report|Nigeria report]]: GLAM in Africa, a Nigerian narrative in knowledge decolonization a case study of Benin City * [[outreach:GLAM/Newsletter/March 2025/Contents/Poland report|Poland report]]: What's up in GLAM in Poland * [[outreach:GLAM/Newsletter/March 2025/Contents/Switzerland report|Switzerland report]]: Switzerland report * [[outreach:GLAM/Newsletter/March 2025/Contents/UK report|UK report]]: Gold in Bengali and Diversity in Arabic * [[outreach:GLAM/Newsletter/March 2025/Contents/USA report|USA report]]: Women's History month * [[outreach:GLAM/Newsletter/March 2025/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: BHL-Wiki Working Group March monthly highlights * [[outreach:GLAM/Newsletter/March 2025/Contents/Memory of the World report|Memory of the World report]]: Manuscripts of Mali * [[outreach:GLAM/Newsletter/March 2025/Contents/Structured Data on Wikimedia Commons report|Structured Data on Wikimedia Commons report]]: Creating an OpenRefine Wikimedia Group * [[outreach:GLAM/Newsletter/March 2025/Contents/Events|Calendar]]: April's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/March 2025/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 09:00, 9 April 2025 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=28408819 --> == ''This Month in GLAM'': April 2025 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/April 2025|<span style="color:darkslategray;">This Month in GLAM – Volume XV, Issue IV, April 2025</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/April 2025/Contents/Albania report|Albania report]]: Wikipedia Event for International Roma Day 2025 * [[outreach:GLAM/Newsletter/April 2025/Contents/Australia report|Australia report]]: Highlighting Feminist and women's histories and a Wiki Day at the South Australian Museum * [[outreach:GLAM/Newsletter/April 2025/Contents/Catalan areas report|Catalan areas report]]: Campaign to document the 2025 Falla monuments in Valencia * [[outreach:GLAM/Newsletter/April 2025/Contents/Italy report|Italy report]]: Wikidata and Research * [[outreach:GLAM/Newsletter/April 2025/Contents/Netherlands report|Netherlands report]]: Open Collection Highlights * [[outreach:GLAM/Newsletter/April 2025/Contents/New Zealand report|New Zealand report]]: Women in Architecture, BHL, and the Commons Workflow * [[outreach:GLAM/Newsletter/April 2025/Contents/Nigeria report|Nigeria report]]: Strengthening Cultural Heritage through Partnerships and Knowledge Sharing: Insights from World Heritage Day in Nigeria * [[outreach:GLAM/Newsletter/April 2025/Contents/Macedonia report|North Macedonia report]]: Wikimedia MKD's new GLAM collaborations and activities * [[outreach:GLAM/Newsletter/April 2025/Contents/Poland report|Poland report]]: What's up in GLAM in Poland * [[outreach:GLAM/Newsletter/April 2025/Contents/Portugal report|Portugal report]]: Scholarships and Call for Sessions Proposals for GLAM Wiki 2025 will open soon: Stay tuned! * [[outreach:GLAM/Newsletter/April 2025/Contents/Serbia report|Serbia report]]: GLAM Highlights from Serbia * [[outreach:GLAM/Newsletter/April 2025/Contents/Switzerland report|Switzerland report]]: FemNetzCon 2025; GLAM Meeting Biel/Bienne; Digi Archive * [[outreach:GLAM/Newsletter/April 2025/Contents/UK report|UK report]]: Mapping Museums / Art in Arabic * [[outreach:GLAM/Newsletter/April 2025/Contents/USA report|USA report]]: April meetings * [[outreach:GLAM/Newsletter/April 2025/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: BHL-Wiki Working Group April monthly highlights * [[outreach:GLAM/Newsletter/April 2025/Contents/Memory of the World report|Memory of the World report]]: Surging forward in Spanish and Arabic * [[outreach:GLAM/Newsletter/April 2025/Contents/Events|Calendar]]: May's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/April 2025/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 20:53, 11 May 2025 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=28668932 --> == ''This Month in GLAM'': May 2025 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/May 2025|<span style="color:darkslategray;">This Month in GLAM – Volume XV, Issue V, May 2025</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/May 2025/Contents/Albania report|Albania report]]: Enhancing the LGBTQ+ content in Albanian Wikipedia * [[outreach:GLAM/Newsletter/May 2025/Contents/Belgium report|Belgium report]]: Belgium Public Domain Day and Dance Heritage * [[outreach:GLAM/Newsletter/May 2025/Contents/Brazil report|Brazil report]]: Video resource on Wikimedia Brasil and Casa de Oswaldo Cruz Partnership Released * [[outreach:GLAM/Newsletter/May 2025/Contents/Croatia report|Croatia report]]: SPRINGing back activities * [[outreach:GLAM/Newsletter/May 2025/Contents/Czech Republic report|Czech Republic report]]: National Library of the CR events and important guests * [[outreach:GLAM/Newsletter/May 2025/Contents/Europe report|Europe report]]: DARIAH DHwiki WG coming activity * [[outreach:GLAM/Newsletter/May 2025/Contents/India report|India report]]: GLAM project starts with Nanda Talukdar Foundation at Jorhat, Assam * [[outreach:GLAM/Newsletter/May 2025/Contents/Indonesia report|Indonesia report]]: GLAM Wiki Month 2025 in Indonesia * [[outreach:GLAM/Newsletter/May 2025/Contents/Italy report|Italy report]]: From charts to concrete * [[outreach:GLAM/Newsletter/May 2025/Contents/Kosovo report|Kosovo report]]: Traditional Albanian Food Photography Competition 2025 * [[outreach:GLAM/Newsletter/May 2025/Contents/New Zealand report|New Zealand report]]: Update from Auckland Museum; Let the Wikifying Commence; Listful Thinking * [[outreach:GLAM/Newsletter/May 2025/Contents/Nigeria report|Nigeria report]]: Architectural Folklore Campaign Series * [[outreach:GLAM/Newsletter/May 2025/Contents/Poland report|Poland report]]: What's up in GLAM in Poland * [[outreach:GLAM/Newsletter/May 2025/Contents/Serbia report|Serbia report]]: Celebrating Museums and strengthening #1Lib1Ref connections * [[outreach:GLAM/Newsletter/May 2025/Contents/Spain report|Spain report]]: Some news from Spain * [[outreach:GLAM/Newsletter/May 2025/Contents/Switzerland report|Switzerland report]]: International Museum Day 2025; CoCreation PTT-Archive; Scoring Girls * [[outreach:GLAM/Newsletter/May 2025/Contents/UK report|UK report]]: The 18th language * [[outreach:GLAM/Newsletter/May 2025/Contents/Ukraine report|Ukraine report]]: Spring GLAM news from Ukraine – first major survey for GLAM institutions & yet another successful #1Lib1Ref * [[outreach:GLAM/Newsletter/May 2025/Contents/USA report|USA report]]: May meetings * [[outreach:GLAM/Newsletter/May 2025/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: BHL-Wiki Working Group May monthly highlights * [[outreach:GLAM/Newsletter/May 2025/Contents/Memory of the World report|Memory of the World report]]: Preparing the data upload * [[outreach:GLAM/Newsletter/May 2025/Contents/Events|Calendar]]: June's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/May 2025/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 06:00, 10 June 2025 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=28809506 --> == ''This Month in GLAM'': June 2025 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/June 2025|<span style="color:darkslategray;">This Month in GLAM – Volume XV, Issue VI, June 2025</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/June 2025/Contents/Australia report|Australia report]]: Celebrating Communication History and Women Artists through Wikipedia * [[outreach:GLAM/Newsletter/June 2025/Contents/Belgium report|Belgium report]]: Public Domain Day in Europe 2026 * [[outreach:GLAM/Newsletter/June 2025/Contents/Brazil report|Brazil report]]: Expanding Data on Maranhão's Heritage * [[outreach:GLAM/Newsletter/June 2025/Contents/Czech Republic report|Czech Republic report]]: First call of Science Month at Wikipedia in the Czech Republic wrapped-up * [[outreach:GLAM/Newsletter/June 2025/Contents/France report|France report]]: WiR and science&GLAM tour in France * [[outreach:GLAM/Newsletter/June 2025/Contents/Indonesia report|Indonesia report]]: Another publication from Grant for GLAM Indonesia program & Minangkabau Wikisource Competition upadates * [[outreach:GLAM/Newsletter/June 2025/Contents/Italy report|Italy report]]: Isoseismals & Icons * [[outreach:GLAM/Newsletter/June 2025/Contents/Kosovo report|Kosovo report]]: Celebrating Albanian Cuisine Through Photography: Winners of the 2025 Contest Announced! * [[outreach:GLAM/Newsletter/June 2025/Contents/Mexico report|Mexico report]]: Open Cultural Data Hackathon in Puebla * [[outreach:GLAM/Newsletter/June 2025/Contents/New Zealand report|New Zealand report]]: Wikifying the International Congress of History of Science and Technology; Librarians and Wikipedia; NZ species edit-a-thons * [[outreach:GLAM/Newsletter/June 2025/Contents/Nigeria report|Nigeria report]]: Mapping Heritage Buildings on Wikidata and Wiki Heritage Fellowship * [[outreach:GLAM/Newsletter/June 2025/Contents/Macedonia report|North Macedonia report]]: Wikimedia MKD Strengthens Ties with Academic Institutions: A Wikimedian-in-Residence at the Institute of Macedonian Literature * [[outreach:GLAM/Newsletter/June 2025/Contents/Poland report|Poland report]]: What's up in GLAM in Poland * [[outreach:GLAM/Newsletter/June 2025/Contents/Portugal report|Portugal report]]: Registration is now open for GLAM WikiCon 2025! * [[outreach:GLAM/Newsletter/June 2025/Contents/Serbia report|Serbia report]]: June highlights from Wikimedia Serbia and beginning of new accredited seminar * [[outreach:GLAM/Newsletter/June 2025/Contents/Switzerland report|Switzerland report]]: International Archives Week 2025; SAPA Performing Arts; GLAM Meeting Biel/Bienne * [[outreach:GLAM/Newsletter/June 2025/Contents/UK report|UK report]]: New Featured Pictures * [[outreach:GLAM/Newsletter/June 2025/Contents/USA report|USA report]]: June meetings * [[outreach:GLAM/Newsletter/June 2025/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: BHL Transition update, LivingData2025 and Women Genera paper * [[outreach:GLAM/Newsletter/June 2025/Contents/Memory of the World report|Memory of the World report]]: Data upload achieved * [[outreach:GLAM/Newsletter/June 2025/Contents/Wiki Knowledge Park report|Wiki Loves Ramadan 2025 report]]: Celebrating Heritage and Faith: Wiki Loves Ramadan 2025 * [[outreach:GLAM/Newsletter/June 2025/Contents/Events|Calendar]]: July's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/June 2025/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 15:34, 12 July 2025 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=28966332 --> == ''This Month in GLAM'': July 2025 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/July 2025|<span style="color:darkslategray;">This Month in GLAM – Volume XV, Issue VII, July 2025</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/July 2025/Contents/Albania report|Albania report]]: 10 years of Wikimedians of Albanian Language User Group * [[outreach:GLAM/Newsletter/July 2025/Contents/Aruba report|Aruba report]]: Wikipedia on Aruba – From Island to Archive: Aruba’s Journey on Wikimedia * [[outreach:GLAM/Newsletter/July 2025/Contents/Belgium report|Belgium report]]: De Standaard Solidarity Prize and How to Upload Artwork * [[outreach:GLAM/Newsletter/July 2025/Contents/New Zealand report|New Zealand report]]: Women in Wartime * [[outreach:GLAM/Newsletter/July 2025/Contents/Nigeria report|Nigeria report]]: Expanding Access to Heritage Knowledge * [[outreach:GLAM/Newsletter/July 2025/Contents/Portugal report|Portugal report]]: GLAM Wiki 2025: Program Highlights & Volunteer Call * [[outreach:GLAM/Newsletter/July 2025/Contents/Serbia report|Serbia report]]: July in Wikimedia Serbia * [[outreach:GLAM/Newsletter/July 2025/Contents/Switzerland report|Switzerland report]]: Poster Exhibition, Screening Public Viewing, Women Memorials * [[outreach:GLAM/Newsletter/July 2025/Contents/UK report|UK report]]: Japanese art in Arabic * [[outreach:GLAM/Newsletter/July 2025/Contents/USA report|USA report]]: Wikinics & Edit-a-thons * [[outreach:GLAM/Newsletter/July 2025/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: BHL blog by Tiago Lubiana, BHL Wikimedian in Residence, and news on the BHL transition * [[outreach:GLAM/Newsletter/July 2025/Contents/AvoinGLAM report|AvoinGLAM report]]: Introducing Oulu Löyly – we want to hear your thoughts! * [[outreach:GLAM/Newsletter/July 2025/Contents/Memory of the World report|Memory of the World report]]: Getting the message out * [[outreach:GLAM/Newsletter/July 2025/Contents/WMF GLAM report|WMF GLAM report]]: Culture & Heritage team transitioning to broader Content Enablement team * [[outreach:GLAM/Newsletter/July 2025/Contents/Events|Calendar]]: August's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/July 2025/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 19:58, 11 August 2025 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=29083949 --> == ''This Month in GLAM'': August 2025 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/August 2025|<span style="color:darkslategray;">This Month in GLAM – Volume XV, Issue VIII, August 2025</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/August 2025/Contents/Albania report|Albania report]]: Wikipedia Pages Wanting Photos campaign 2025 in Albania and Kosovo * [[outreach:GLAM/Newsletter/August 2025/Contents/Brazil report|Brazil report]]: Expanding Cultural Heritage in Brazil: School communities, Wikisource course, GLAM-Wiki Impact and Wiki Takes Alcântara * [[outreach:GLAM/Newsletter/August 2025/Contents/India report|India report]]: Digitization starts at two more libraries in West Bengal * [[outreach:GLAM/Newsletter/August 2025/Contents/Indonesia report|Indonesia report]]: Grant for GLAM Indonesia is open! * [[outreach:GLAM/Newsletter/August 2025/Contents/Italy report|Italy report]]: From food festivals to PhD courses: Wikimedia in Italian academia * [[outreach:GLAM/Newsletter/August 2025/Contents/New Zealand report|New Zealand report]]: NZ species edit-a-thons, a scholarly article, a course, and Auckland Museum editors at Wikimania * [[outreach:GLAM/Newsletter/August 2025/Contents/Nigeria report|Nigeria report]]: Highlights from Wiki Heritage Fellowship and Policy Advocacy in Nigeria * [[outreach:GLAM/Newsletter/August 2025/Contents/Macedonia report|North Macedonia report]]: Wiki Loves Film – Collaboration with MakeDox Film Festival * [[outreach:GLAM/Newsletter/August 2025/Contents/Poland report|Poland report]]: WikiChełmoński: When Wikipedia Becomes a Guide in the Museum * [[outreach:GLAM/Newsletter/August 2025/Contents/Switzerland report|Switzerland report]]: BAM Hackathon, 3D for Cultural Heritage, Wiki Cite * [[outreach:GLAM/Newsletter/August 2025/Contents/UK report|UK report]]: Working towards more image sharing * [[outreach:GLAM/Newsletter/August 2025/Contents/USA report|USA report]]: Wiknics * [[outreach:GLAM/Newsletter/August 2025/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: News on BHL transition and updates on work by BHLWiki Working Group members * [[outreach:GLAM/Newsletter/August 2025/Contents/AvoinGLAM report|AvoinGLAM report]]: Steps towards a sustainable cultural commons * [[outreach:GLAM/Newsletter/August 2025/Contents/Memory of the World report|Memory of the World report]]: A pivotal month * [[outreach:GLAM/Newsletter/August 2025/Contents/Wikisource report|Wikisource report]]: Wikisource Reader app released on Google Play Store * [[outreach:GLAM/Newsletter/August 2025/Contents/Events|Calendar]]: September's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/August 2025/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 18:24, 11 September 2025 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=29253474 --> == ''This Month in GLAM'': September 2025 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/September 2025|<span style="color:darkslategray;">This Month in GLAM – Volume XV, Issue IX, September 2025</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/September 2025/Contents/Albania report|Albania report]]: Wikipedia edit-a-thon at the Skampa Theater in Elbasan, Albania * [[outreach:GLAM/Newsletter/September 2025/Contents/Aruba report|Aruba report]]: Wikipedia on Aruba Initiative: Building Knowledge and Visibility * [[outreach:GLAM/Newsletter/September 2025/Contents/Australia report|Australia report]]: State Library Victoria WikiFest * [[outreach:GLAM/Newsletter/September 2025/Contents/Belgium report|Belgium report]]: Make cultural heritage freely accessible, Hasselt's collections shine online & Let's give women a voice on Wikipedia! * [[outreach:GLAM/Newsletter/September 2025/Contents/Italy report|Italy report]]: Hidden heritage unveiled: science, history and nature on Wikimedia * [[outreach:GLAM/Newsletter/September 2025/Contents/Netherlands report|Netherlands report]]: Wikimedia Commons birthday content donation * [[outreach:GLAM/Newsletter/September 2025/Contents/New Zealand report|New Zealand report]]: Wikimedian in Residence at the Bioeconomy Science Institute & Wikiproject NZ Women in Architecture * [[outreach:GLAM/Newsletter/September 2025/Contents/Macedonia report|North Macedonia report]]: Expanding Access to Culture and Knowledge through Key Partnerships * [[outreach:GLAM/Newsletter/September 2025/Contents/Poland report|Poland report]]: WikiChełmoński: the Special Guided Tour at the National Museum in Krakow * [[outreach:GLAM/Newsletter/September 2025/Contents/Portugal report|Portugal report]]: GLAM Wiki 2025: Join the Conference Online and Explore Lisbon’s Culture * [[outreach:GLAM/Newsletter/September 2025/Contents/Switzerland report|Switzerland report]]: LibreABC, Feminist Voices, Grade Conference * [[outreach:GLAM/Newsletter/September 2025/Contents/UK report|UK report]]: Awards season * [[outreach:GLAM/Newsletter/September 2025/Contents/USA report|USA report]]: September edit-a-thons & meetings * [[outreach:GLAM/Newsletter/September 2025/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: Updates on work by BHLWiki Working Group members * [[outreach:GLAM/Newsletter/September 2025/Contents/Memory of the World report|Memory of the World report]]: The Memory of the World wiki challenge * [[outreach:GLAM/Newsletter/September 2025/Contents/Events|Calendar]]: October's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/September 2025/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 12:45, 9 October 2025 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=29409147 --> == ''This Month in GLAM'': October 2025 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/October 2025|<span style="color:darkslategray;">This Month in GLAM – Volume XV, Issue X, October 2025</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/October 2025/Contents/Belgium report|Belgium report]]: From a small language to Wikipedia's Biggest, Share Your Story with the Industry Museum and War Diaries * [[outreach:GLAM/Newsletter/October 2025/Contents/Croatia report|Croatia report]]: Autumn activities * [[outreach:GLAM/Newsletter/October 2025/Contents/Indonesia report|Indonesia report]]: WikiCommon community meet-ups, Wikisource trainings, and the announcement of Grant for GLAM Indonesia * [[outreach:GLAM/Newsletter/October 2025/Contents/Italy report|Italy report]]: Open culture on stage * [[outreach:GLAM/Newsletter/October 2025/Contents/Mexico report|Mexico report]]: How Wikimedia México is training cultural and government institutions as wikimedians. * [[outreach:GLAM/Newsletter/October 2025/Contents/Netherlands report|Netherlands report]]: Open Topstukken project concludes; Network Archives Design and Digital Culture * [[outreach:GLAM/Newsletter/October 2025/Contents/New Zealand report|New Zealand report]]: Granny's Wonderful Chair, Preparing for Auckland Museum Wiki Summer Students and an the ASBS Introductory Wiki Webinar * [[outreach:GLAM/Newsletter/October 2025/Contents/Nigeria report|Nigeria report]]: Report on Participation at the 12th International Youth Conference * [[outreach:GLAM/Newsletter/October 2025/Contents/Poland report|Poland report]]: Promoting Open Data and Digital Commons in Culture and Research * [[outreach:GLAM/Newsletter/October 2025/Contents/Portugal report|Portugal report]]: GLAM Wiki Conference 2025 Wrap-Up * [[outreach:GLAM/Newsletter/October 2025/Contents/Serbia report|Serbia report]]: October in Wikimedia Serbia * [[outreach:GLAM/Newsletter/October 2025/Contents/Switzerland report|Switzerland report]]: DaSCHcon, 3D, Wiki GLAM conference * [[outreach:GLAM/Newsletter/October 2025/Contents/UK report|UK report]]: A look at Grokipedia * [[outreach:GLAM/Newsletter/October 2025/Contents/USA report|USA report]]: October edit-a-thons & meetings * [[outreach:GLAM/Newsletter/October 2025/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: LivingData 2025, GLAMWiki and a "collector" Wikidata property proposal * [[outreach:GLAM/Newsletter/October 2025/Contents/Memory of the World report|Memory of the World report]]: International outreach * [[outreach:GLAM/Newsletter/October 2025/Contents/Sustainable CultureConnect Project report|Sustainable CultureConnect Project report]]: Sustainable CultureConnect: Empowering Youth and Preserving Heritage through Open Knowledge and Leadership * [[outreach:GLAM/Newsletter/October 2025/Contents/Events|Calendar]]: November's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/October 2025/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 11:28, 10 November 2025 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=29516862 --> == ''This Month in GLAM'': November 2025 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/November 2025|<span style="color:darkslategray;">This Month in GLAM – Volume XV, Issue XI, November 2025</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/November 2025/Contents/Belgium report|Belgium report]]: Call for volunteers, Computer's Day and upcoming events * [[outreach:GLAM/Newsletter/November 2025/Contents/Czech Republic report|Czech Republic report]]: Czech Radio and Wikimedia CZ launched cooperation * [[outreach:GLAM/Newsletter/November 2025/Contents/Indonesia report|Indonesia report]]: Our Activities in November * [[outreach:GLAM/Newsletter/November 2025/Contents/Italy report|Italy report]]: Wrap up of the 2025 GLAM call * [[outreach:GLAM/Newsletter/November 2025/Contents/New Zealand report|New Zealand report]]: ASBS 2025 Conference, a NZBSI Wikimedian in Residence update & Auckland Museum Summer Students * [[outreach:GLAM/Newsletter/November 2025/Contents/Macedonia report|North Macedonia report]]: Wikimedia MKD and Cultural Institutions: A Year of Growth, Content, and Collaboration * [[outreach:GLAM/Newsletter/November 2025/Contents/Poland report|Poland report]]: GLAM Wiki 2025 conference, WiR Meeting and the First National Institute of Museums Training on GLAM–Wiki * [[outreach:GLAM/Newsletter/November 2025/Contents/Switzerland report|Switzerland report]]: IT Wikicon, Faces and Masks, Matrimoine @ Genève * [[outreach:GLAM/Newsletter/November 2025/Contents/UK report|UK report]]: Awards season- again! * [[outreach:GLAM/Newsletter/November 2025/Contents/USA report|USA report]]: November edit-a-thons & meetings * [[outreach:GLAM/Newsletter/November 2025/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: Updates on work by BHLWiki Working Group members * [[outreach:GLAM/Newsletter/November 2025/Contents/Content Partnerships Hub report|Content Partnerships Hub report]]: Here to Help: The Next Stage of the Content Partnerships Hub * [[outreach:GLAM/Newsletter/November 2025/Contents/Memory of the World report|Memory of the World report]]: Enriching the data set * [[outreach:GLAM/Newsletter/November 2025/Contents/Events|Calendar]]: December's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/November 2025/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 04:21, 11 December 2025 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=29692345 --> == ''This Month in GLAM'': December 2025 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/December 2025|<span style="color:darkslategray;">This Month in GLAM – Volume XV, Issue XII, December 2025</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/December 2025/Contents/From the team|From the team]]: Global GLAM Calls Continue in 2026 * [[outreach:GLAM/Newsletter/December 2025/Contents/Albania report|Albania report]]: Wikimedian in Residence, 2025, in Elbasan Albania * [[outreach:GLAM/Newsletter/December 2025/Contents/Argentina report|Argentina report]]: Resume of the year * [[outreach:GLAM/Newsletter/December 2025/Contents/Australia report|Australia report]]: AMaGA partnership, signing the Open Heritage Statement and South Australian Museum Partner Project * [[outreach:GLAM/Newsletter/December 2025/Contents/Belgium report|Belgium report]]: Public Domain Day 2026, Circus Heritage and Fosdem * [[outreach:GLAM/Newsletter/December 2025/Contents/Colombia report|Colombia report]]: Preparándonos para celebrar el día del dominio público - Getting ready for the Public Domain Day celebration * [[outreach:GLAM/Newsletter/December 2025/Contents/Italy report|Italy report]]: Exploring Italy and Unlocking Its Heritage: Touring Club Italiano and GLAM Call 2026–2028 * [[outreach:GLAM/Newsletter/December 2025/Contents/New Zealand report|New Zealand report]]: ASBS 2025 Conference follow-up Wiki webinar & Auckland Museum student update * [[outreach:GLAM/Newsletter/December 2025/Contents/Poland report|Poland report]]: Public Domain, Conferences, and Conversations on Open Culture * [[outreach:GLAM/Newsletter/December 2025/Contents/Switzerland report|Switzerland report]]: GLAM on Tour Bellinzona, Xmas Event, GLAM Wiki Group * [[outreach:GLAM/Newsletter/December 2025/Contents/UK report|UK report]]: 2025 in review * [[outreach:GLAM/Newsletter/December 2025/Contents/USA report|USA report]]: December meetings * [[outreach:GLAM/Newsletter/December 2025/Contents/Public Domain Day report|Public Domain Day report]]: Public Domain Day 2026 * [[outreach:GLAM/Newsletter/December 2025/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: Updates on work by BHLWiki Working Group members * [[outreach:GLAM/Newsletter/December 2025/Contents/Memory of the World report|Memory of the World report]]: 2025 in review * [[outreach:GLAM/Newsletter/December 2025/Contents/Events|Calendar]]: January's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/December 2025/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 12:57, 12 January 2026 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=29895284 --> == ''This Month in GLAM'': January 2026 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/January 2026|<span style="color:darkslategray;">This Month in GLAM – Volume XVI, Issue I, January 2026</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/January 2026/Contents/From the team|From the team]]: Wikipedia at 25 * [[outreach:GLAM/Newsletter/January 2026/Contents/Aruba report|Aruba report]]: Pap-Wikipedia Turns 20: A Milestone for Papiamento/u Knowledge * [[outreach:GLAM/Newsletter/January 2026/Contents/Colombia report|Colombia report]]: Celebrando el día del dominio público 2026/Celebrating the public domain day 2026 * [[outreach:GLAM/Newsletter/January 2026/Contents/France report|France report]]: Wikipedia's Birthday in France * [[outreach:GLAM/Newsletter/January 2026/Contents/Germany report|Germany report]]: Gifted by our friends: Loads of presents for Wikipedia25 by German and Austrian GLAMs * [[outreach:GLAM/Newsletter/January 2026/Contents/Indonesia report|Indonesia report]]: Activities in December-January * [[outreach:GLAM/Newsletter/January 2026/Contents/Italy report|Italy report]]: Knowledge in action: Barindelli collection and Wikipedia 25 * [[outreach:GLAM/Newsletter/January 2026/Contents/Netherlands report|Netherlands report]]: Image donation Dutch Book History * [[outreach:GLAM/Newsletter/January 2026/Contents/New Zealand report|New Zealand report]]: Auckland Museum Student Edit-a-thon, the NZBSI Wikimedian in Residence project, and other residencies * [[outreach:GLAM/Newsletter/January 2026/Contents/Macedonia report|North Macedonia report]]: GLAM Program of Wikimedia MKD – 2026 Overview * [[outreach:GLAM/Newsletter/January 2026/Contents/Poland report|Poland report]]: Explore Historic Portraits from the Museum of Photography in Kraków * [[outreach:GLAM/Newsletter/January 2026/Contents/Serbia report|Serbia report]]: January in Wikimedia Serbia * [[outreach:GLAM/Newsletter/January 2026/Contents/Switzerland report|Switzerland report]]: Museum in Chiasso, Alpine Museum, Women Monuments * [[outreach:GLAM/Newsletter/January 2026/Contents/UK report|UK report]]: Sharing more of the Enamels of the World * [[outreach:GLAM/Newsletter/January 2026/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: Updates on work by BHLWiki Working Group members * [[outreach:GLAM/Newsletter/January 2026/Contents/Map the GLAM report|Map the GLAM report]]: Wiki and GLAM: Harnessing Knowledge to Foster Gender Equality * [[outreach:GLAM/Newsletter/January 2026/Contents/Memory of the World report|Memory of the World report]]: Manuscripts on Arabic Wikipedia * [[outreach:GLAM/Newsletter/January 2026/Contents/Wikidata report|Wikidata report]]: Two key Wikidata Requests for Comments, relevant for future GLAM-Wiki work * [[outreach:GLAM/Newsletter/January 2026/Contents/Events|Calendar]]: February's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/January 2026/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 08:34, 11 February 2026 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=30055818 --> == ''This Month in GLAM'': February 2026 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/February 2026|<span style="color:darkslategray;">This Month in GLAM – Volume XVI, Issue II, February 2026</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/February 2026/Contents/From the team|From the team]]: GLAM in 2026 is calling to action! * [[outreach:GLAM/Newsletter/February 2026/Contents/Belgium report|Belgium report]]: A photo safari through Wiki Loves Fashion & a rescue mission with Mission Gourmande! * [[outreach:GLAM/Newsletter/February 2026/Contents/Czech Republic report|Czech Republic report]]: National Library overview of 2025 * [[outreach:GLAM/Newsletter/February 2026/Contents/Italy report|Italy report]]: Cultural Heritage and Memory: 2026 GLAM Call and Executed Renaissance Edit-a-thon * [[outreach:GLAM/Newsletter/February 2026/Contents/New Zealand report|New Zealand report]]: Farewelling the Auckland Museum Summer Students and an update on the NZBSI WiR * [[outreach:GLAM/Newsletter/February 2026/Contents/Poland report|Poland report]]: Wikipedia in Cultural Marketing at Crash Mondays Warsaw * [[outreach:GLAM/Newsletter/February 2026/Contents/Serbia report|Serbia report]]: February in Wikimedia Serbia * [[outreach:GLAM/Newsletter/February 2026/Contents/Spain report|Spain report]]: Wikidata in the GLAM context II * [[outreach:GLAM/Newsletter/February 2026/Contents/Switzerland report|Switzerland report]]: Neocomensia, SAPA, Atelier Winterthur, GLAM-on-Tour Disentis * [[outreach:GLAM/Newsletter/February 2026/Contents/UK report|UK report]]: New content in African and Asian languages * [[outreach:GLAM/Newsletter/February 2026/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: Updates on work by BHLWiki Working Group members * [[outreach:GLAM/Newsletter/February 2026/Contents/Memory of the World report|Memory of the World report]]: Focus on Indigenous issues * [[outreach:GLAM/Newsletter/February 2026/Contents/Events|Calendar]]: March's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/February 2026/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 00:52, 12 March 2026 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=30232291 --> == ''This Month in GLAM'': March 2026 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/March 2026|<span style="color:darkslategray;">This Month in GLAM – Volume XVI, Issue III, March 2026</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/March 2026/Contents/From the team|From the team]]: GLAM in Equinox * [[outreach:GLAM/Newsletter/March 2026/Contents/Albania report|Albania report]]: Wikigap 2026 in Tirana, Albania * [[outreach:GLAM/Newsletter/March 2026/Contents/Aruba report|Aruba report]]: Celebrating 20 Years of Papiamentu/o Wikipedia * [[outreach:GLAM/Newsletter/March 2026/Contents/Bolivia report|Bolivia report]]: The Family Treasures Project Returns, with New GLAM Partners * [[outreach:GLAM/Newsletter/March 2026/Contents/Brazil report|Brazil report]]: Wiki Loves Folklore Brazil defines six categories to represent Brazilian culture on Commons * [[outreach:GLAM/Newsletter/March 2026/Contents/Colombia report|Colombia report]]: Architecture in the public domain in libraries in Nariño/Arquitectura en dominio público en bibliotecas nariñenses * [[outreach:GLAM/Newsletter/March 2026/Contents/Czech Republic report|Czech Republic report]]: Main Wikimedian in Residence report for 2025 is here * [[outreach:GLAM/Newsletter/March 2026/Contents/Germany report|Germany report]]: Art History Loves Wiki 2026 – digital/local. collection loves wiki * [[outreach:GLAM/Newsletter/March 2026/Contents/India report|India report]]: Collaboration resumes with the British Library for Bangla Wikisource * [[outreach:GLAM/Newsletter/March 2026/Contents/Italy report|Italy report]]: 2026 winners projects * [[outreach:GLAM/Newsletter/March 2026/Contents/New Zealand report|New Zealand report]]: New Zealand Bioeconomy Science Institute Wikimedian in Residence update, a letter published in Nature & Architecture + Women NZ * [[outreach:GLAM/Newsletter/March 2026/Contents/Macedonia report|North Macedonia report]]: Wikimedia MKD's GLAM Highlights: Botany and Beyond * [[outreach:GLAM/Newsletter/March 2026/Contents/Portugal report|Portugal report]]: March in Portugal * [[outreach:GLAM/Newsletter/March 2026/Contents/Serbia report|Serbia report]]: March in Wikimedia Serbia * [[outreach:GLAM/Newsletter/March 2026/Contents/Sweden report|Sweden report]]: Looking for similar images * [[outreach:GLAM/Newsletter/March 2026/Contents/Switzerland report|Switzerland report]]: GLAM Wiki Group, Donna, CoCreation PTT-Archive * [[outreach:GLAM/Newsletter/March 2026/Contents/UK report|UK report]]: CILIP MDG 2026 Conference, Library meetups and the World's Enamels * [[outreach:GLAM/Newsletter/March 2026/Contents/Ukraine report|Ukraine report]]: Spring 2026 news from Ukraine – Wiki Loves Folklore & more #1Lib1Ref * [[outreach:GLAM/Newsletter/March 2026/Contents/USA report|USA report]]: MoMA's International Traveling Exhibitions and Wikidata on the LD4 Arts Affinity Group April Community Call * [[outreach:GLAM/Newsletter/March 2026/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: Updates on work by BHL-Wiki Working Group members * [[outreach:GLAM/Newsletter/March 2026/Contents/AvoinGLAM report|AvoinGLAM report]]: Oulu Löyly * [[outreach:GLAM/Newsletter/March 2026/Contents/Memory of the World report|Memory of the World report]]: Indigenous languages on the Main Page * [[outreach:GLAM/Newsletter/March 2026/Contents/Events|Calendar]]: April's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/March 2026/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 18:19, 9 April 2026 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=30344683 --> == ''This Month in GLAM'': April 2026 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/April 2026|<span style="color:darkslategray;">This Month in GLAM – Volume XVI, Issue IV, April 2026</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/April 2026/Contents/From the team|From the team]]: How the GLAM Community Can Shine in the 2026–27 Annual Plan * [[outreach:GLAM/Newsletter/April 2026/Contents/Albania report|Albania report]]: International Roma Day 2026 in Tirana, Albania * [[outreach:GLAM/Newsletter/April 2026/Contents/Argentina report|Argentina report]]: WikiConf Argentina and GLAM projects * [[outreach:GLAM/Newsletter/April 2026/Contents/Asia report|Asia report]]: Documenting and citing oral knowledge in audio and video * [[outreach:GLAM/Newsletter/April 2026/Contents/Australia report|Australia report]]: WikiCon Australia, ICIP, Orphan works and Trans-Tasman partnerships * [[outreach:GLAM/Newsletter/April 2026/Contents/Brazil report|Brazil report]]: Wikimedia Brasil publishes book on the power and challenges of free knowledge * [[outreach:GLAM/Newsletter/April 2026/Contents/Colombia report|Colombia report]]: We celebrate Public Domain Day with an expert panel / Celebramos el día del dominio público con un Panel de expertas * [[outreach:GLAM/Newsletter/April 2026/Contents/Italy report|Italy report]]: Ongoing and New GLAM-Wiki Projects * [[outreach:GLAM/Newsletter/April 2026/Contents/New Zealand report|New Zealand report]]: Women in Wartime event at Auckland Museum & an update for WiR NZBSI * [[outreach:GLAM/Newsletter/April 2026/Contents/Nigeria report|Nigeria report]]: Wikimedia Commons Upload Campaign * [[outreach:GLAM/Newsletter/April 2026/Contents/Macedonia report|North Macedonia report]]: Wikimedia MKD in Action: Digitization, Wikisource and Educational Workshops * [[outreach:GLAM/Newsletter/April 2026/Contents/Poland report|Poland report]]: GLAM-Wiki Developments: Residencies, Partnerships and Audiovisual Heritage * [[outreach:GLAM/Newsletter/April 2026/Contents/Serbia report|Serbia report]]: April in Wikimedia Serbia * [[outreach:GLAM/Newsletter/April 2026/Contents/Switzerland report|Switzerland report]]: Le Donne di Villa Massimo * [[outreach:GLAM/Newsletter/April 2026/Contents/UK report|UK report]]: A tenth-century Quran and Islamic Art in Urdu * [[outreach:GLAM/Newsletter/April 2026/Contents/USA report|USA report]]: Wiki MIT launches and US meetups * [[outreach:GLAM/Newsletter/April 2026/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: Update on the BHL Annual Meeting 27 April - 1 May & BHL Day * [[outreach:GLAM/Newsletter/April 2026/Contents/Memory of the World report|Memory of the World report]]: Eight new articles on MoW inscriptions * [[outreach:GLAM/Newsletter/April 2026/Contents/Events|Calendar]]: May's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/April 2026/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 13:50, 11 May 2026 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=30513880 --> == ''This Month in GLAM'': May 2026 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/May 2026|<span style="color:darkslategray;">This Month in GLAM – Volume XVI, Issue V, May 2026</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/May 2026/Contents/From the team|From the team]]: May Global GLAM Call Recording and June Call Announcement * [[outreach:GLAM/Newsletter/May 2026/Contents/Australia report|Australia report]]: Celebrating #1Lib1Ref Australasia * [[outreach:GLAM/Newsletter/May 2026/Contents/Brazil report|Brazil report]]: GLAM Connection: Fashion, History, and Biodiversity in May * [[outreach:GLAM/Newsletter/May 2026/Contents/France report|France report]]: New Wikimedian in Residence * [[outreach:GLAM/Newsletter/May 2026/Contents/Italy report|Italy report]]: Connecting the Arctic and Sicily through Wikimedia Projects * [[outreach:GLAM/Newsletter/May 2026/Contents/Mexico report|Mexico report]]: How the cultural, governmental, educational, and museum sectors contributed in unison to Wikimedia projects * [[outreach:GLAM/Newsletter/May 2026/Contents/Netherlands report|Netherlands report]]: Setting up your own platform (part 1): from wish to the creation of a wiki * [[outreach:GLAM/Newsletter/May 2026/Contents/New Zealand report|New Zealand report]]: ESEAP Conference 2026 and the NZBSI WiR update * [[outreach:GLAM/Newsletter/May 2026/Contents/Macedonia report|North Macedonia report]]: Wikimedia MKD Shares GLAM Experience at International Conferences * [[outreach:GLAM/Newsletter/May 2026/Contents/Poland report|Poland report]]: Partnerships, Participation, and Open Knowledge * [[outreach:GLAM/Newsletter/May 2026/Contents/Serbia report|Serbia report]]: May in Wikimedia Serbia * [[outreach:GLAM/Newsletter/May 2026/Contents/Spain report|Spain report]]: El Prado en femenino III * [[outreach:GLAM/Newsletter/May 2026/Contents/Switzerland report|Switzerland report]]: Museum for Communication, Panel IMD, Wikipedia Day * [[outreach:GLAM/Newsletter/May 2026/Contents/UK report|UK report]]: Early Qurans on the front page of Wikipedia * [[outreach:GLAM/Newsletter/May 2026/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: Updates on work by BHLWiki Working Group members * [[outreach:GLAM/Newsletter/May 2026/Contents/Special story|Special story]]: New tools for multilingual audio, video and metadata * [[outreach:GLAM/Newsletter/May 2026/Contents/Memory of the World report|Memory of the World report]]: New articles in Urdu * [[outreach:GLAM/Newsletter/May 2026/Contents/Events|Calendar]]: June's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/May 2026/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 21:21, 12 June 2026 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=30636889 --> == ''This Month in GLAM'': June 2026 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/June 2026|<span style="color:darkslategray;">This Month in GLAM – Volume XVI, Issue VI, June 2026</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/June 2026/Contents/From the team|From the team]]: Tools, tech, and Wikimania * [[outreach:GLAM/Newsletter/June 2026/Contents/Argentina report|Argentina report]]: New digitization partner * [[outreach:GLAM/Newsletter/June 2026/Contents/Bangladesh report|Bangladesh report]]: International Museum Day Edit-a-thon and Workshop held in Dinajpur, Bangladesh * [[outreach:GLAM/Newsletter/June 2026/Contents/Belgium report|Belgium report]]: Postal Mission on Wikimedia * [[outreach:GLAM/Newsletter/June 2026/Contents/Brazil report|Brazil report]]: Empowering Institutions through Wikisource Education and GLAM Capacity Building * [[outreach:GLAM/Newsletter/June 2026/Contents/Czech Republic report|Czech Republic report]]: Bridging the gap between labs and Wikipedia: continuing cooperation with FZU * [[outreach:GLAM/Newsletter/June 2026/Contents/Egypt report|Egypt report]]: From Museum Celebrations to Archival Documentation * [[outreach:GLAM/Newsletter/June 2026/Contents/Finland report|Finland report]]: Northern Wikimedist meetup in Oulu * [[outreach:GLAM/Newsletter/June 2026/Contents/France report|France report]]: #1lib1ref Recap and International Archives Week * [[outreach:GLAM/Newsletter/June 2026/Contents/Italy report|Italy report]]: Heritage and Community Action * [[outreach:GLAM/Newsletter/June 2026/Contents/Mexico report|Mexico report]]: Open GLAM in Puebla * [[outreach:GLAM/Newsletter/June 2026/Contents/Netherlands report|Netherlands report]]: Interview with Olaf Janssen, Wikimedia coordinator of the KB, National library of the Netherlands * [[outreach:GLAM/Newsletter/June 2026/Contents/New Zealand report|New Zealand report]]: BAU at Auckland Museum, Otago Uni Library Life and the NZBSI WiR is complete * [[outreach:GLAM/Newsletter/June 2026/Contents/Macedonia report|North Macedonia report]]: Collaboration with the Botanical garden at the Faculty of Natural Sciences and Mathematics in Skopje * [[outreach:GLAM/Newsletter/June 2026/Contents/Poland report|Poland report]]: Poland Report: New Partnerships, Conferences, and Wikimedians in Residence * [[outreach:GLAM/Newsletter/June 2026/Contents/Serbia report|Serbia report]]: Opening the Doors of Serbian Heritage: Wikimedia Serbia’s Recent GLAM and Wikidata Successes * [[outreach:GLAM/Newsletter/June 2026/Contents/Spain report|Spain report]]: GLAM Labs Futures 2026 * [[outreach:GLAM/Newsletter/June 2026/Contents/Sweden report|Sweden report]]: Finnish-Swedish cooperation * [[outreach:GLAM/Newsletter/June 2026/Contents/Switzerland report|Switzerland report]]: Exhibition, International Archives Week Panel * [[outreach:GLAM/Newsletter/June 2026/Contents/UK report|UK report]]: Ninth Good Article from Khalili partnership * [[outreach:GLAM/Newsletter/June 2026/Contents/USA report|USA report]]: Philadelphia WikiSalon * [[outreach:GLAM/Newsletter/June 2026/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: Updates on work by BHLWiki Working Group members * [[outreach:GLAM/Newsletter/June 2026/Contents/AvoinGLAM report|AvoinGLAM report]]: Is the sauna still hot? * [[outreach:GLAM/Newsletter/June 2026/Contents/Memory of the World report|Memory of the World report]]: New articles * [[outreach:GLAM/Newsletter/June 2026/Contents/Events|Calendar]]: July's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/June 2026/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 22:34, 11 July 2026 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=30773577 --> == ''This Month in GLAM'': July 2026 == {| style="width:100%;" | valign="top" align="center" style="border:1px gray solid; padding:1em;" | {| align="center" |- | style="text-align: center;" | [[File:This Month in GLAM logo 2018.png|350px|center|link=outreach:GLAM/Newsletter]]<br /> <hr /> <div style="font-size:12pt; font-family:Times New Roman; text-align:center;">[[outreach:GLAM/Newsletter/July 2026|<span style="color:darkslategray;">This Month in GLAM – Volume XVI, Issue VII, July 2026</span>]]</div> <hr /><br /> |- style="text-align: center;" | <span style="font-size:12pt; font-family:Times New Roman;"> '''<u>Headlines</u>'''</span> |- style="font-size:10pt; font-family:Times New Roman; text-align:center;" | <div style="text-align:left; column-count:2; column-width:28em; vertical-align:top;"> * [[outreach:GLAM/Newsletter/July 2026/Contents/From the team|From the team]]: July and Wikimania Have Come and Gone * [[outreach:GLAM/Newsletter/July 2026/Contents/Brazil report|Brazil report]]: Strategic Workshops, Academic Publications, and Bidding Farewell to NeuroMat * [[outreach:GLAM/Newsletter/July 2026/Contents/Colombia report|Colombia report]]: Colombia at Wikimania 2026: panel on how the far-right affects open knowledge institutions * [[outreach:GLAM/Newsletter/July 2026/Contents/Egypt report|Egypt report]]: From Al-Ahram to Zamalek: Exploring Archives and Art Galleries * [[outreach:GLAM/Newsletter/July 2026/Contents/France report|France report]]: GLAM Presentations at Wikimania 2026 + Wiki Fashion Show * [[outreach:GLAM/Newsletter/July 2026/Contents/New Zealand report|New Zealand report]]: Launch of Wikifying a Conference handbook; Wikipedia Workshop at Te Toi Uku * [[outreach:GLAM/Newsletter/July 2026/Contents/Poland report|Poland report]]: GLAM-Wiki partnerships continue opening collections * [[outreach:GLAM/Newsletter/July 2026/Contents/Sweden report|Sweden report]]: At Wikimania and copyright process * [[outreach:GLAM/Newsletter/July 2026/Contents/Switzerland report|Switzerland report]]: Faces and Masks - the interwoven relation, Wikimania Paris * [[outreach:GLAM/Newsletter/July 2026/Contents/UK report|UK report]]: Wikimania report + New articles in Hindi * [[outreach:GLAM/Newsletter/July 2026/Contents/USA report|USA report]]: GLAM USA Report (Past & Upcoming) * [[outreach:GLAM/Newsletter/July 2026/Contents/Biodiversity Heritage Library report|Biodiversity Heritage Library report]]: Updates on work by BHLWiki Working Group members * [[outreach:GLAM/Newsletter/July 2026/Contents/Memory of the World report|Memory of the World report]]: Academic paper in preparation * [[outreach:GLAM/Newsletter/July 2026/Contents/Wiki Knowledge Park report|Wiki Knowledge Park report]]: Preserving Islamic Cultural Heritage: The GLAM and Metadata Impact of Wiki Loves Ramadan 2026 * [[outreach:GLAM/Newsletter/July 2026/Contents/Events|Calendar]]: August's GLAM events </div> |- | style="font-family:Times New Roman; text-align:center; font-size:85%;" | [[outreach:GLAM/Newsletter|Read this edition in full]] &bull; [[outreach:GLAM/Newsletter/July 2026/Single|Single-page]] |- | valign="top" colspan="2" style="padding:0.5em; font-family:Times New Roman;text-align:center; font-size:85%;" | To assist with preparing the newsletter, please visit the [[outreach:GLAM/Newsletter/Newsroom|newsroom]]. Past editions may be viewed [[outreach:GLAM/Newsletter/Archives|here]]. |- |} |} <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[m:GLAM/Newsletter/About|About ''This Month in GLAM'']] · [[m:Global message delivery/Targets/GLAM|Subscribe/Unsubscribe]] · [[m:MassMessage|Global message delivery]] · [[:m:User:Romaine|Romaine]] 00:03, 12 August 2026 (UTC)</div> <!-- Message sent by User:Romaine@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/GLAM&oldid=30901934 --> kar1v7ceuap84z2g3qai5xjjtuq031q 0 166061 2821511 2818168 2026-08-11T23:13:28Z Mu301 3705 +cat 2821511 wikitext text/x-wiki __TOC__ {{under construction|'''WARNING:''' This procedure for downloading Octave and Notepad++ needs to be tested. Please fix the inevitable errors made in constructing this procedure!}} {{note|This resource describes versions of Octave that were released before 2015.}} ==Installing GNU Octave 3.8 (GUI version)== As of 9/1/2014 we were unable install the latest version of Octave, which is a 3.8 version with a Matlab-like GUI. ==Installing GNU Octave 3.6.4== This runs in batch mode, which will at first seem alien to those accustomed to the menu of a GUI. But after a while, typing in the command mode will seem easier. The only drawback is that you need to be confident of your MATLAB coding skills because you won't want to run the code every time you write a new line. ===Command window=== * It is important to learn these commands (For more information see https://www.gnu.org/software/octave/doc/interpreter/System-Utilities.html) # '''help *command*''' gives help for a command. # '''cd *directory*''' moves into the named directory # '''dir''' shows the contents of the current directory # '''cd ..''' moves up to the parent directory # '''mkdir *directory*''' creates the named directory in the current directory # '''rmdir *diretory*''' removes the named directory # '''rename *oldfile* *newfile*''' renames a file # '''copyfile *oldfile* *newfile*''' changes from the old filename to the new. # '''pwd''' shows the path to the current working directory (useful for knowing how to find the folder using Windows) # '''q''' stops the output (but does not display if one attempts to learn about it using '''help q''') # '''path''' prints out a lot of something and is why you need to learn the '''q''' command. # '''diary *filename*''' creates a file with a record of command window statements # '''quit''' quits the program (if you close without using it you get an error message) ===Organizing files=== Here is one procedure for organizing your files # Make a folder in a convenient place. It can either be your desktop, or if you are using campus computers, a flash drive or the "campus cloud". For our purposes this folder will be called ''OctaveConvenient''. You will install shortcuts to Octave and Notepad++ into ''OctaveConvenient''. You might want to store internet to some of the '''[[MATLAB#Links|links]]''' already mentioned. ===Installing=== # Install Octave 3.6.4 from http://www.gnu.org/software/octave/ Verify that it works by opening it and typing ''2+3'' (enter). You should get 5. Then type ''quit'' # Install Notepad++ from http://notepad-plus-plus.org/. # Make a bookmark to our "textbook" at https://www.gnu.org/software/octave/doc/interpreter/ ## Another resource ishttp://en.flossmanuals.net/command-line/gnu-octave/ # If you are using Windows, make a file that we shall call ''Octave_convenient'' that will contain ## shortcuts to these programs ## a journal written in either Notepad++ or your favorite word processor ## shortcuts to the files that Octave uses to store files and programs (you will create these later) # From Octave, use '''pwd''' to deduce where Octave resides and put a shortcut to that place in your folder. Use '''dir''' to see what folders you have and '''cd''' ''newname'' where ''newname'' is a folder that you will use to store your programs. Write the as ''newprogram.m'' files but call them from Octave by typing ''newname'' without the .m extension. ===First batch program=== Open Octave and type '''dir''' to verify that no folder called ''myfiles'' exists. Then type <pre>mkdir myfiles</pre> Verify that you have created ''myfiles'' by typing '''dir'''. Then type <pre>pwd</pre> to find the location ''myfiles'' on your computer. Use that information to create a shortcut to ''myfiles'' in ''Octave_convenient''. Open Notepad++ and write the following: <pre> close all; clear all;clc; s='hello world' </pre> Do NOT put a semicolon ; after the last line. Save the code as a ''hello.m'' (MATrix Laboratory) file, and save it in your myfiles directory that you see when you type '''dir''' from the command window in Octave. Use '''cd myfiles''' to go into that folder and verify that ''hello.m'' is in your active directory. Now type into your command window: <pre>hello</pre> You should see "hello world". Now you can type quit Congratulations, you have just run your first batch program! ==Footnotes== <references/> ==See also== * [[datamash]] command-line program which performs basic numeric and statistical operations {{CourseCat}} [[Category:GNU Octave]] s0u7f6lydt3ynlbfo2w24qbkjwk3h4u 0 171005 2821473 2821356 2026-08-11T14:17:21Z Young1lim 21186 /* Geometric Series Examples */ 2821473 wikitext text/x-wiki Many of the functions that arise naturally in mathematics and real world applications can be extended to and regarded as complex functions, meaning the input, as well as the output, can be complex numbers <math>x+iy</math>, where <math>i=\sqrt{-1}</math>, in such a way that it is a more natural object to study. '''Complex analysis''', which used to be known as '''function theory''' or '''theory of functions of a single complex variable''', is a sub-field of analysis that studies such functions (more specifically, '''holomorphic''' functions) on the complex plane, or part (domain) or extension (Riemann surface) thereof. It notably has great importance in number theory, e.g. the [[Riemann zeta function]] (for the distribution of primes) and other <math>L</math>-functions, modular forms, elliptic functions, etc. <blockquote>The shortest path between two truths in the real domain passes through the complex domain. — [[wikipedia:Jacques_Hadamard|Jacques Hadamard]]</blockquote>In a certain sense, the essence of complex functions is captured by the principle of [[analytic continuation]].{{mathematics}} ==''' Complex Functions '''== * Complex Functions ([[Media:CAnal.1.A.CFunction.20140222.Basic.pdf|1.A.pdf]], [[Media:CAnal.1.B.CFunction.20140111.Octave.pdf|1.B.pdf]], [[Media:CAnal.1.C.CFunction.20140111.Extend.pdf|1.C.pdf]]) * Complex Exponential and Logarithm ([[Media:CAnal.5.A.CLog.20131017.pdf|5.A.pdf]], [[Media:CAnal.5.A.Octave.pdf|5.B.pdf]]) * Complex Trigonometric and Hyperbolic ([[Media:CAnal.7.A.CTrigHyper..pdf|7.A.pdf]], [[Media:CAnal.7.A.Octave..pdf|7.B.pdf]]) '''Complex Function Note''' : 1. Exp and Log Function Note ([[Media:ComplexExp.29160721.pdf|H1.pdf]]) : 2. Trig and TrigH Function Note ([[Media:CAnal.Trig-H.29160901.pdf|H1.pdf]]) : 3. Inverse Trig and TrigH Functions Note ([[Media:CAnal.Hyper.29160829.pdf|H1.pdf]]) ==''' Complex Integrals '''== * Complex Integrals ([[Media:CAnal.2.A.CIntegral.20140224.Basic.pdf|2.A.pdf]], [[Media:CAnal.2.B.CIntegral.20140117.Octave.pdf|2.B.pdf]], [[Media:CAnal.2.C.CIntegral.20140117.Extend.pdf|2.C.pdf]]) ==''' Complex Series '''== * Complex Series ([[Media:CPX.Series.20150226.2.Basic.pdf|3.A.pdf]], [[Media:CAnal.3.B.CSeries.20140121.Octave.pdf|3.B.pdf]], [[Media:CAnal.3.C.CSeries.20140303.Extend.pdf|3.C.pdf]]) ==''' Residue Integrals '''== * Residue Integrals ([[Media:CAnal.4.A.Residue.20140227.Basic.pdf|4.A.pdf]], [[Media:CAnal.4.B.pdf|4.B.pdf]], [[Media:CAnal.4.C.Residue.20140423.Extend.pdf|4.C.pdf]]) ==='''Residue Integrals Note'''=== * Laurent Series with the Residue Theorem Note ([[Media:Laurent.1.Residue.20170713.pdf|H1.pdf]]) * Laurent Series with Applications Note ([[Media:Laurent.2.Applications.20170327.pdf|H1.pdf]]) * Laurent Series and the z-Transform Note ([[Media:Laurent.3.z-Trans.20170831.pdf|H1.pdf]]) * Laurent Series as a Geometric Series Note ([[Media:Laurent.4.GSeries.20170802.pdf|H1.pdf]]) === Laurent Series and the z-Transform Example Note === * Overview ([[Media:Laurent.4.z-Example.20170926.pdf|H1.pdf]]) ====Geometric Series Examples==== * Causality ([[Media:Laurent.5.Causality.1.A.20191026n.pdf|A.pdf]], [[Media:Laurent.5.Causality.1.B.20191026.pdf|B.pdf]]) * Time Shift ([[Media:Laurent.5.TimeShift.2.A.20191028.pdf|A.pdf]], [[Media:Laurent.5.TimeShift.2.B.20191029.pdf|B.pdf]]) * Reciprocity ([[Media:Laurent.5.Reciprocity.3A.20191030.pdf|A.pdf]], [[Media:Laurent.5.Reciprocity.3B.20191031.pdf|B.pdf]]) * Combinations ([[Media:Laurent.5.Combination.4A.20200702.pdf|A.pdf]], [[Media:Laurent.5.Combination.4B.20201002.pdf|B.pdf]]) * Properties ([[Media:Laurent.5.Property.5A.20220105.pdf|A.pdf]], [[Media:Laurent.5.Property.5B.20220126.pdf|B.pdf]]) * Permutations ([[Media:Laurent.6.Permutation.6A.20230711.pdf|A.pdf]], [[Media:Laurent.5.Permutation.6B.20251225.pdf|B.pdf]], [[Media:Laurent.5.Permutation.6C.20260810.pdf|C.pdf]], [[Media:Laurent.5.Permutation.6C.20240528.pdf|D.pdf]]) * Applications ([[Media:Laurent.5.Application.6B.20220723.pdf|A.pdf]]) * Double Pole Case :- Examples ([[Media:Laurent.5.DPoleEx.7A.20220722.pdf|A.pdf]], [[Media:Laurent.5.DPoleEx.7B.20220720.pdf|B.pdf]]) :- Properties ([[Media:Laurent.5.DPoleProp.5A.20190226.pdf|A.pdf]], [[Media:Laurent.5.DPoleProp.5B.20190228.pdf|B.pdf]]) ====The Case Examples==== * Example Overview : ([[Media:Laurent.4.Example.0.A.20171208.pdf|0A.pdf]], [[Media:Laurent.6.CaseExample.0.B.20180205.pdf|0B.pdf]]) * Example Case 1 : ([[Media:Laurent.4.Example.1.A.20171107.pdf|1A.pdf]], [[Media:Laurent.4.Example.1.B.20171227.pdf|1B.pdf]]) * Example Case 2 : ([[Media:Laurent.4.Example.2.A.20171107.pdf|2A.pdf]], [[Media:Laurent.4.Example.2.B.20171227.pdf|2B.pdf]]) * Example Case 3 : ([[Media:Laurent.4.Example.3.A.20171017.pdf|3A.pdf]], [[Media:Laurent.4.Example.3.B.20171226.pdf|3B.pdf]]) * Example Case 4 : ([[Media:Laurent.4.Example.4.A.20171017.pdf|4A.pdf]], [[Media:Laurent.4.Example.4.B.20171228.pdf|4B.pdf]]) * Example Summary : ([[Media:Laurent.4.Example.5.A.20171212.pdf|5A.pdf]], [[Media:Laurent.4.Example.5.B.20171230.pdf|5B.pdf]]) ==''' Conformal Mapping '''== * Conformal Mapping ([[Media:CAnal.6.A.Conformal.20131224.pdf|6.A.pdf]], [[Media:CAnal.6.A.Octave..pdf|6.B.pdf]]) go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Complex analysis]] qhs87l3613t55y5354c28gxqxph07dm 0 203942 2821609 2820550 2026-08-12T06:18:23Z Young1lim 21186 /* Lambda Calculus */ 2821609 wikitext text/x-wiki ==Introduction== * Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]]) * Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]]) * Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]]) * Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]]) * Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]]) </br> ==Applications== * Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]]) * Bird's Implementation :- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]]) :- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]]) :- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]]) :- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]]) </br> ==Using GHCi== * Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]]) </br> ==Using Libraries== * Library ([[Media:Library.1.A.20170605.pdf |pdf]]) </br> </br> ==Types== * Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]]) * TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]]) * Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]]) * Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]]) * Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]]) ==Functions== * Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]]) * Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]]) * Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]]) ==Expressions== * Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]]) * Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]]) * Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]]) </br> </br> ==Lambda Calculus== * Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]]) * Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20221015.pdf |pdf]]) * Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]]) * Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]]) * Encoding Datatypes :- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]]) :- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]]) :- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]]) :- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]]) :- Recursions ([[Media:LCal.9A.Recursion.20260810.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]]) </br> </br> ==Function Oriented Typeclasses== === Functors === * Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]]) * Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]]) * Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]]) === Applicatives === * Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]]) * Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]]) * Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]]) * Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]]) === Monads I : Background === * Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]]) * Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]]) * Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]]) * Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]]) * IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]]) * Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]]) === Monads II : State Transformer Monads === * State Transformer : - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]]) : - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]]) : - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]]) * State Monad : - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]]) : - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) : - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]]) === Monads III : Mutable State Monads === * Mutability Background : - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]]) : - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]]) : - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]]) : - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]]) : - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]]) * Mutable Objects : - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]]) : - Mutable Data Structures ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]]) * IO Monad : - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]]) : - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]]) : - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]]) * ST Monad : - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]]) : - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]]) : - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]]) === Monads IV : Reader and Writer Monads === * Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]]) * Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]]) * MonadState Class :: - State & StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]]) * MonadReader Class :: - Reader & ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]]) * Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]]) === Monoid === * Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]]) === Arrow === * Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]]) </br> ==Polymorphism== * Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]]) </br> ==Concurrent Haskell == </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] ==External links== * [http://learnyouahaskell.com/introduction Learn you Haskell] * [http://book.realworldhaskell.org/read/ Real World Haskell] * [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material] [[Category:Haskell|programming in plain view]] oo91ymxpn1xi7nr7jmroiuqyslpdjda 2821611 2821609 2026-08-12T06:19:32Z Young1lim 21186 /* Lambda Calculus */ 2821611 wikitext text/x-wiki ==Introduction== * Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]]) * Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]]) * Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]]) * Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]]) * Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]]) </br> ==Applications== * Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]]) * Bird's Implementation :- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]]) :- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]]) :- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]]) :- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]]) </br> ==Using GHCi== * Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]]) </br> ==Using Libraries== * Library ([[Media:Library.1.A.20170605.pdf |pdf]]) </br> </br> ==Types== * Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]]) * TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]]) * Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]]) * Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]]) * Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]]) ==Functions== * Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]]) * Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]]) * Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]]) ==Expressions== * Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]]) * Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]]) * Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]]) </br> </br> ==Lambda Calculus== * Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]]) * Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20221015.pdf |pdf]]) * Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]]) * Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]]) * Encoding Datatypes :- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]]) :- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]]) :- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]]) :- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]]) :- Recursions ([[Media:LCal.9A.Recursion.20260811.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]]) </br> </br> ==Function Oriented Typeclasses== === Functors === * Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]]) * Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]]) * Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]]) === Applicatives === * Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]]) * Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]]) * Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]]) * Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]]) === Monads I : Background === * Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]]) * Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]]) * Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]]) * Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]]) * IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]]) * Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]]) === Monads II : State Transformer Monads === * State Transformer : - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]]) : - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]]) : - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]]) * State Monad : - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]]) : - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) : - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]]) === Monads III : Mutable State Monads === * Mutability Background : - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]]) : - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]]) : - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]]) : - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]]) : - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]]) * Mutable Objects : - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]]) : - Mutable Data Structures ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]]) * IO Monad : - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]]) : - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]]) : - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]]) * ST Monad : - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]]) : - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]]) : - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]]) === Monads IV : Reader and Writer Monads === * Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]]) * Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]]) * MonadState Class :: - State & StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]]) * MonadReader Class :: - Reader & ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]]) * Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]]) === Monoid === * Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]]) === Arrow === * Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]]) </br> ==Polymorphism== * Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]]) </br> ==Concurrent Haskell == </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] ==External links== * [http://learnyouahaskell.com/introduction Learn you Haskell] * [http://book.realworldhaskell.org/read/ Real World Haskell] * [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material] [[Category:Haskell|programming in plain view]] hgrfdqvp76pbw47whvgska8cuqjt889 2821613 2821611 2026-08-12T06:20:20Z Young1lim 21186 /* Lambda Calculus */ 2821613 wikitext text/x-wiki ==Introduction== * Overview I ([[Media:HSKL.Overview.1.A.20160806.pdf |pdf]]) * Overview II ([[Media:HSKL.Overview.2.A.20160926.pdf |pdf]]) * Overview III ([[Media:HSKL.Overview.3.A.20161011.pdf |pdf]]) * Overview IV ([[Media:HSKL.Overview.4.A.20161104.pdf |pdf]]) * Overview V ([[Media:HSKL.Overview.5.A.20161108.pdf |pdf]]) </br> ==Applications== * Sudoku Background ([[Media:Sudoku.Background.0.A.20161108.pdf |pdf]]) * Bird's Implementation :- Specification ([[Media:Sudoku.1Bird.1.A.Spec.20170425.pdf |pdf]]) :- Rules ([[Media:Sudoku.1Bird.2.A.Rule.20170201.pdf |pdf]]) :- Pruning ([[Media:Sudoku.1Bird.3.A.Pruning.20170211.pdf |pdf]]) :- Expanding ([[Media:Sudoku.1Bird.4.A.Expand.20170506.pdf |pdf]]) </br> ==Using GHCi== * Getting started ([[Media:GHCi.Start.1.A.20170605.pdf |pdf]]) </br> ==Using Libraries== * Library ([[Media:Library.1.A.20170605.pdf |pdf]]) </br> </br> ==Types== * Constructors ([[Media:Background.1.A.Constructor.20180904.pdf |pdf]]) * TypeClasses ([[Media:Background.1.B.TypeClass.20180904.pdf |pdf]]) * Types ([[Media:MP3.1A.Mut.Type.20200721.pdf |pdf]]) * Primitive Types ([[Media:MP3.1B.Mut.PrimType.20200611.pdf |pdf]]) * Polymorphic Types ([[Media:MP3.1C.Mut.Polymorphic.20201212.pdf |pdf]]) ==Functions== * Functions ([[Media:Background.1.C.Function.20180712.pdf |pdf]]) * Operators ([[Media:Background.1.E.Operator.20180707.pdf |pdf]]) * Continuation Passing Style ([[Media:MP3.1D.Mut.Continuation.20220110.pdf |pdf]]) ==Expressions== * Expressions I ([[Media:Background.1.D.Expression.20180707.pdf |pdf]]) * Expressions II ([[Media:MP3.1E.Mut.Expression.20220628.pdf |pdf]]) * Non-terminating Expressions ([[Media:MP3.1F.Mut.Non-terminating.20220616.pdf |pdf]]) </br> </br> ==Lambda Calculus== * Lambda Calculus - informal description ([[Media:LCal.1A.informal.20220831.pdf |pdf]]) * Lambda Calculus - Formal definition ([[Media:LCal.2A.formal.20221015.pdf |pdf]]) * Expression Reduction ([[Media:LCal.3A.reduction.20220920.pdf |pdf]]) * Normal Forms ([[Media:LCal.4A.Normal.20220903.pdf |pdf]]) * Encoding Datatypes :- Church Numerals ([[Media:LCal.5A.Numeral.20230627.pdf |pdf]]) :- Church Booleans ([[Media:LCal.6A.Boolean.20230815.pdf |pdf]]) :- Functions ([[Media:LCal.7A.Function.20231230.pdf |pdf]]) :- Combinators ([[Media:LCal.8A.Combinator.20241202.pdf |pdf]]) :- Recursions ([[Media:LCal.9A.Recursion.20260812.pdf |A]], [[Media:LCal.9B.Recursion.20260330.pdf |B]]) </br> </br> ==Function Oriented Typeclasses== === Functors === * Functor Overview ([[Media:Functor.1.A.Overview.20180802.pdf |pdf]]) * Function Functor ([[Media:Functor.2.A.Function.20180804.pdf |pdf]]) * Functor Lifting ([[Media:Functor.2.B.Lifting.20180721.pdf |pdf]]) === Applicatives === * Applicatives Overview ([[Media:Applicative.3.A.Overview.20180606.pdf |pdf]]) * Applicatives Methods ([[Media:Applicative.3.B.Method.20180519.pdf |pdf]]) * Function Applicative ([[Media:Applicative.3.A.Function.20180804.pdf |pdf]]) * Applicatives Sequencing ([[Media:Applicative.3.C.Sequencing.20180606.pdf |pdf]]) === Monads I : Background === * Side Effects ([[Media:Monad.P1.1A.SideEffect.20190316.pdf |pdf]]) * Monad Overview ([[Media:Monad.P1.2A.Overview.20190308.pdf |pdf]]) * Monadic Operations ([[Media:Monad.P1.3A.Operations.20190308.pdf |pdf]]) * Maybe Monad ([[Media:Monad.P1.4A.Maybe.201900606.pdf |pdf]]) * IO Actions ([[Media:Monad.P1.5A.IOAction.20190606.pdf |pdf]]) * Several Monad Types ([[Media:Monad.P1.6A.Types.20191016.pdf |pdf]]) === Monads II : State Transformer Monads === * State Transformer : - State Transformer Basics ([[Media:MP2.1A.STrans.Basic.20191002.pdf |pdf]]) : - State Transformer Generic Monad ([[Media:MP2.1B.STrans.Generic.20191002.pdf |pdf]]) : - State Transformer Monads ([[Media:MP2.1C.STrans.Monad.20191022.pdf |pdf]]) * State Monad : - State Monad Basics ([[Media:MP2.2A.State.Basic.20190706.pdf |pdf]]) : - State Monad Methods ([[Media:MP2.2B.State.Method.20190706.pdf |pdf]]) : - State Monad Examples ([[Media:MP2.2C.State.Example.20190706.pdf |pdf]]) === Monads III : Mutable State Monads === * Mutability Background : - Inhabitedness ([[Media:MP3.1F.Mut.Inhabited.20220319.pdf |pdf]]) : - Existential Types ([[Media:MP3.1E.Mut.Existential.20220128.pdf |pdf]]) : - forall Keyword ([[Media:MP3.1E.Mut.forall.20210316.pdf |pdf]]) : - Mutability and Strictness ([[Media:MP3.1C.Mut.Strictness.20200613.pdf |pdf]]) : - Strict and Lazy Packages ([[Media:MP3.1D.Mut.Package.20200620.pdf |pdf]]) * Mutable Objects : - Mutable Variables ([[Media:MP3.1B.Mut.Variable.20200224.pdf |pdf]]) : - Mutable Data Structures ([[Media:MP3.1D.Mut.DataStruct.20191226.pdf |pdf]]) * IO Monad : - IO Monad Basics ([[Media:MP3.2A.IO.Basic.20191019.pdf |pdf]]) : - IO Monad Methods ([[Media:MP3.2B.IO.Method.20191022.pdf |pdf]]) : - IORef Mutable Variable ([[Media:MP3.2C.IO.IORef.20191019.pdf |pdf]]) * ST Monad : - ST Monad Basics ([[Media:MP3.3A.ST.Basic.20191031.pdf |pdf]]) : - ST Monad Methods ([[Media:MP3.3B.ST.Method.20191023.pdf |pdf]]) : - STRef Mutable Variable ([[Media:MP3.3C.ST.STRef.20191023.pdf |pdf]]) === Monads IV : Reader and Writer Monads === * Function Monad ([[Media:Monad.10.A.Function.20180806.pdf |pdf]]) * Monad Transformer ([[Media:Monad.3.I.Transformer.20180727.pdf |pdf]]) * MonadState Class :: - State & StateT Monads ([[Media:Monad.9.A.MonadState.Monad.20180920.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.9.B.MonadState.Class.20180920.pdf |pdf]]) * MonadReader Class :: - Reader & ReaderT Monads ([[Media:Monad.11.A.Reader.20180821.pdf |pdf]]) :: - MonadReader Class ([[Media:Monad.12.A.MonadReader.20180821.pdf |pdf]]) * Control Monad ([[Media:Monad.9.A.Control.20180908.pdf |pdf]]) === Monoid === * Monoids ([[Media:Monoid.4.A.20180508.pdf |pdf]]) === Arrow === * Arrows ([[Media:Arrow.1.A.20190504.pdf |pdf]]) </br> ==Polymorphism== * Polymorphism Overview ([[Media:Poly.1.A.20180220.pdf |pdf]]) </br> ==Concurrent Haskell == </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] ==External links== * [http://learnyouahaskell.com/introduction Learn you Haskell] * [http://book.realworldhaskell.org/read/ Real World Haskell] * [http://www.scs.stanford.edu/14sp-cs240h/slides/ Standford Class Material] [[Category:Haskell|programming in plain view]] 9zea7cm5415lriliaerjmyzqmmwy5yk 0 250746 2821475 2819377 2026-08-11T14:59:35Z Lbeaumont 278565 /* Characterizing Candor */ Added Latin root. 2821475 wikitext text/x-wiki —Gaining Common Understanding == Introduction == [[File:Elements of Candor.jpg|thumb| Candor requires attention to the six elements of: peer relationships, respect, thinking, feeling, clarity, and veracity.]] {{TOC right }} You hear their words, but are you buying this? Our conversations are most genuine when we begin with well-considered thoughts, acknowledge our feelings, are clear and honest about what we want to say, and we treat our listeners as respected peers. These are the six essential elements of the authentic expression we call ''candor''.<ref>This material is adapted from the [http://emotionalcompetency.com/candor.htm EmotionalCompetency.com] website with permission from the author.</ref> == Objectives == {{100%done}}{{By|lbeaumont}} The objective of this course is to improve your ability to communicate accurately and effectively. Use this [[/Daily Practice: Speaking with Candor/|daily practice checklist]] to make candor a habit. This course is part of the [[Emotional Competency]] curriculum and the [[Wisdom/Curriculum|Applied Wisdom Curriculum]]. This material has been adapted from the EmotionalCompetency.com [http://emotionalcompetency.com/candor.htm page on Authentic Expression], with permission of the author. If you wish to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Candor|discussion page]]. == Characterizing Candor == [[wiktionary:candor|Candor]] and candle share a common root. Both are derived from Latin ''candeō'' “be white, bright, shining”. Candor brings essential information to light. Candor is authentic communication. It is honesty, straight talk, making [[Deductive_Logic/Clear_Thinking_curriculum|clear thinking]] visible, an essential element of [[Earning Trust|earning trust]], a step toward gaining a common understanding, and a congruence of intent, thought, feeling, and expression. Related terms, and close synonyms include connecting, directness, forthrightness, frankness, genuineness, honesty, [[Virtues/Good Faith|good faith]], impartiality, openness, outspokenness, probity, sincerity, straightforwardness, transparency, truthfulness, uprightness, veracity, true talk, and straight talk. These all refer to important aspects of authentic expression we call candor. == Attributes == Candor requires attention to the six elements of: peer relationships, [[Dignity|respect]], [[Deductive_Logic/Clear_Thinking_curriculum|thinking]], feeling, clarity, and veracity. Communications with all of these elements help to [[Earning Trust|increase trust]] in relationships. Each of these elements are described below in detail. === Peer Relationships === Peers have equal [[w:Power_(social_and_political)|power]] and therefore a symmetrical relationship. When power is balanced between the communicating parties they treat each other as equals and [[Facing Facts|facts]], thoughts, opinions, and information can emerge and be considered and examined undistorted by the deference, emphasis, censorship, obedience, and often resentment or rebellion that characterize power differences. The information can be considered on its own merits without anyone being unduly influenced by the stature<ref>Taken here to mean importance or reputation gained by ability or achievement.</ref>, [[w:Social_status|status]], or reputation of the speaker or intimidated by any threat of harm or repercussions. Information is complete and representative rather than selective, and inquiry is free flowing rather than suppressed or inhibited. Questions are welcome and fully explored and responded to. [[Practicing Dialogue|Dialogue]] is the only form of communication where the participants act as authentic peers working together toward a shared understanding. It is distinct from the [[Communicating Power|power-based forms of communications]] such as discussion, debate, distraction, dismissal, delegation, disingenuous, diatribe, and dogma. [[w:Censorship|Censorship]] is also based on power rather than peer relationships. Focus on the [[Facing Facts|facts]], not the power stance. Peer communication can require patience, especially when there is a substantial difference in the background or experiences of the participants. Imagine a conversation between an opera singer and a physicist. If they are discussing a complex opera topic, the opera singer will have to patiently fill gaps in the physicist's understanding of the topic to be able to communicate accurately. This can be difficult to accomplish without seeming to be condescending, stating the obvious, or overlooking pertinent missing background. However don't confuse differences in experience or background for ignorance, stupidity, stubbornness, or status differences. === Respect === [[Dignity|Respect]] demonstrates that you value humanity. Don't be mean. Demonstrate authentic positive attention as you listen, treat others as fellow human beings, and demonstrate your appreciation. Value the intelligence of the listeners. Refrain from any form of unkind remarks including: insult, [[Foregoing Revenge|revenge]], ''[[w:Ad_hominem|ad hominem]]'' attacks, barbs, cruel or mean-spirited remarks, sarcasm, unkind jokes, slurs, digs, distortions, put downs, condescension, non-verbal disparagements, attacks, and innuendo. Interrupt the speaker only when it is essential to improve your understanding and advance the conversation. Refrain from nagging, shouting, condescension, and other annoying behavior. Listen carefully to fully understand their point of view. Ask genuine questions to increase your understanding. Address areas of doubt and skepticism. Work to move yourself toward what they understand. Demonstrate sincere appreciation. Demonstrating respect provides important balance for the other dimensions of candor. For example, it is true but disrespectful and unhelpful to tell your grandmother she looks old. It is usually unwise and disrespectful to emphasize hurtful, disgusting, or especially private information if it is not needed to advance the conversation. Similarly, even though you may be feeling intense [[Resolving Anger|anger]], it is often best to moderate your public display of the most powerful emotions, and especially violence. While a peer-level exchange of information is essential to healthy [[Practicing Dialogue|dialogue]], people who have achieved especially high stature particularly deserve our respect. Strike a balance that ensures both truth and grace with a constructive purpose. Accomplish the task as you strengthen the relationship. Manage time to demonstrate respect for the people and the importance of the issues. Brevity respects the valuable time of busy people and is often the best choice when the task is paramount. In other circumstances leisurely conversations may be appreciated as generous contributions of your own valuable time, thought, caring, and consideration. These extended, organic, and engaging conversations are best when the relationship is most important or the topic is particularly interesting, sensitive, or complex. Particularly important and difficult issues may require several well-planned, extended, and intense [[Practicing Dialogue|dialogues]] to adequately explore, understand, and address. In any event, match the time spent to the importance of both the task and the relationship. === Thinking === [[Deductive_Logic/Clear_Thinking_curriculum|Clear thinking]] can lead to original, well-founded, congruent, insightful, relevant, and important ideas. It helps us understand our own thoughts, and intentions. Thinking helps us create important, useful, or entertaining original thoughts, ideas, opinions, and questions based on a well-founded [[Knowing_How_You_Know#What_is_a_Theory_of_Knowledge?|theory of knowledge]]. We can deliberate, evaluate, contemplate, and decide consistent with our values, [[Seeking True Beliefs|beliefs]], and goals, as we continue to refine these guiding foundations. The most valuable thoughts are constructive, clear, principled, relevant, and well though-out reflections of our enduring values, beliefs, goals, and concerns. Clear thinking is based on [[Deductive_Logic|valid logic]] and [[Thinking Scientifically|accurate research]]. Think clearly before speaking. [[Deductive_Logic/Clear_Thinking_curriculum|Clear thinking]] requires us to confront our own [[Virtues/Humility/Being 99.9% Ignorant|inherent ignorance]] and uncertainty. No one can master the millions of published books, thousands of world cultures, and the ongoing ideas and accomplishments of billions of people. We can only do our best to learn what is most important, remain curious, depend on reliable sources, stay up to date in our chosen fields of interest, and make our way through an uncertain world. [[Deductive_Logic/Clear_Thinking_curriculum|Clear thinking]] is the difficult and essential prerequisite to clear expression. === Feeling === Our feelings help us recognize and acknowledge our [[Emotional Competency|emotions]]. Notice how you feel and express your feelings authentically, both verbally and non-verbally, within constructive and compassionate [[w:Display_rules|display rules]]. Speak from the heart without exaggerating or minimizing your emotions. === Clarity === Clarity is the skill of making ideas visible. It requires clear communication, sharing understanding, saying what you mean. Carefully choose the most accurate words and images to provide the most complete, understandable, and precise representation of your intent. Enunciate clearly, paying attention to accent, inflection, intonation, and sound quality. Speak fluently with eloquence, coherence, and candor. Carefully organize your presentation and write literately, lucidly, and legibly using correct grammar and punctuation. Fully convey your message. === Veracity === Tell the truth, the whole truth, and nothing but the truth. Be [[w:The_Four_Agreements#Agreement_1:_Be_Impeccable_With_Your_Word|impeccable with your word]]. Practice the virtue of [[Virtues/Good Faith|good faith]]. No doublespeak, half-truths, false messages, omissions, spin, innuendo, distortions, dismissals, misrepresentations, confabulations, wishful thinking, grin fakes, or plausible deniability. Veracity requires accurate, complete, and representative [[Facing Facts|facts]] combined with [[Deductive_Logic|valid logic]] presented in accurate context. Ensure congruence of your word and your intent. Accurate communications avoid distortions and are realistic rather than optimistic or pessimistic. Veracity requires full understanding, acknowledgement, and acceptance of [[Facing Facts|what is]]—the world as it really exists, not as we wish it was. This is essential for [[Earning Trust|building trust]]. [[Facing Facts/Reality is our common ground|Reality is our common ground]]. === Assignment === #Carefully notice conversations you take part in. #Notice the more effective and less effective phrases, sentences, passages and speeches. #Do the more effective speeches include all six of the elements described here? #Are the less effective speeches missing one or more of these elements? == Deficits == Communications often lack one or more of the essential elements. The omissions may be known and deliberate, or the results of an inevitable oversight. These forms of deficient communications decrease trust in relationships. These incomplete communications fall primarily into one of these six major categories: '''Insult''' lacks [[Dignity|respect]]. Synonyms include attacks, crude language, offense, disrespect, affront, cheap shot, incivility, mockery, put-down, slander, slight, and snub. '''Decrees''' lack the equality and balance of power that characterizes peer relationships. Examples include dogma, dismissals, delegations, pronouncements, diatribe and other forms of indoctrination and posturing. Mainstream media reports are another example of power-based communications because the choice of topic, content, attention, and editing is controlled by a few powerful people and the communication is essentially one-way. The superior posture of condescension is not peer based and causes distortions. '''Cryptic''' communications may be well thought out but lack clear expression. Synonyms include opaque, incoherent, inchoate, Fed speak, vague, nebulous, muddled, garbled, inaudible, illegible, rambling, obscure, disorganized, indirect, inconsistent, baffling, indecipherable, and hazy. '''Blather''' is talking without thinking. Synonyms include gossip and bullshit. Examples include small talk, vamping, bloviating, obscurity, and impulsive or hot-headed comments. Please get to the point, and if you don't have a point, stay silent until you do. '''Dry''' communications lack [[Emotional Competency|emotional]] content. This may also be described as bland or sterile. Examples include most technical writing, legal opinions, reference manuals, and much scholarly writing. '''Lies''' lack veracity. This includes any misrepresentation or distortion of reality. There are many examples including fibs, half-truths, misrepresentations, pandering, fabrications, confabulation, falsification, exaggeration, being out-of-touch, avoidance, invalidation, hoax, prevarication, grin-fake, bogus issues, red-herrings, irrelevancies, feigned ignorance, discounting, denial, dismissal, distractions, fantasy, hidden agendas, and sidestepping important issues. Several forms of communication lack more than one element. These are described here where the missing elements are identified. '''Obfuscation'''—intentionally obscuring the message—lacks clarity and veracity. '''Pitching'''—advocating a single point of view to promote a special interest—lacks veracity, feeling, and respect. Withholding, misrepresenting, or distorting important alternative viewpoints is dishonest. Often insincere emotions such as joy and excitement are displayed, while doubt is dismissed. The style of communication, inherent distortions, and lack of consideration for more important needs of the audience are often disrespectful. Other examples include evangelizing, persuading, selling, advertising, advocating, fear mongering, lobbying, and charming. '''Fawning'''—appeasing someone because they hold power over you—lacks peer equality, veracity, feeling, and thinking. It is a failure to [[w:Speaking_truth_to_power|speak truth to power.]] Appeasement, yessing, insincere flattery, false praise, kissing up and other failures to speak truth to power are not authentic. They are not peer-based communications because the primary message is submission and obedience rather than accurate and thoughtful feedback on the issue. They lack veracity because they are not accurate expressions of true thoughts and feelings. The feelings expressed are not the emotions actually experienced. The thoughts expressed are dominated by submission, obedience, and fear rather than reflection on the issues. Respect is often lacking because although deference is shown it may not reflect broader and authentic considerations of humanity. '''Condescension'''—pretending to be a peer while believing you are superior—lacks veracity, feeling, respect, and peer attributes. Pretending is dishonest, it does not reflect what you think or what you feel. It is disrespectful because it does not authentically recognize your common human bonds. It is not an equal, peer-based relationship, because you do believe you are superior rather than equal. '''Vague Language'''—an ambiguous message—may result from several deficiencies. It may be a lack of clear expression, or a lack of clear thinking, or a deliberate attempt at deception and evasiveness. It could also result from ambivalent feelings, or conflicts between feeling and thinking. It may be some combination of two or more of these deficiencies. Fuzzy thinking, ambiguous words, conflicting information, complex grammar, obfuscation, and incongruence are all examples of vague language. '''Mystique'''—creating an aura of mystery—withholds clarity and peer relationships to maintain distance and an enhanced image. The mystic must remain separate to remain special. Once he is revealed as just another one of us, the mystique is gone. Feelings that are not authentic may be projected, diminishing the veracity of the feeling dimension of candor. These pretenses can be disrespectful. '''Demagoguery'''—Impassioned appeals to prejudices and emotions—evokes strong emotions to distract from faulty thinking. The feelings are overdone, the thinking is weak, the veracity suffers, and the ruse is disrespectful. '''Scolding'''—Finding fault, blaming, and declaring what is right—establishes an adult-child relationship rather than a peer relationship. It lacks respect and peer attributes. '''Sarcasm'''—bitter counterstatement—says the opposite of what you are thinking as it [[w:Passive-aggressive_behavior|passive-aggressively]] expresses [[Resolving Anger|anger]] and protest. It lacks respect, and clarity, and denies ownership for angry feelings. '''Melodrama'''—exaggerated or unfounded emotional displays—seek to draw unwarranted attention and distort the importance of the message being sent. The feelings displayed are bogus and clarity and veracity are often compromised. === Assignment === #Carefully notice conversations you are able to listen to. These may be conversations you participate in, lectures or speeches you listen to, news coverage of debates or other events, film portrayals of dialog, or other conversations. #Notice the more effective and less effective phrases, sentences, passages, and speeches. #Are the less effective speeches missing one or more of these elements? #Identify the missing element and the effect it has as you listen. == Congruence == If the essence of candor can be captured in a single word it is ''[[Toward congruence|congruence]]''—alignment and agreement. This includes congruence between the intent and the words, between the thoughts and the intent, between the words and the feelings, between the verbal and non-verbal expression, between the facts and the words, between the words and the actions, and congruence between the speaker and listener as humans who respect each other as equals. Congruence between thinking and representative [[Evaluating Evidence|evidence]], goals, [[Seeking True Beliefs|beliefs]], values, and doubts is especially important to candor. == Choosing to Speak == We have been told “silence is golden” and “If you can't improve on silence, keep quiet”. So, when is it advisable to speak? Opportunities for speaking vary widely. These may include public speaking, business meetings, providing professional advice, professionals engaged to represent clients or client interests, teaching, instructing, negotiating, advising, requesting, correcting, critiquing, investigating, interviewing, sales calls, solicitations, casual conversations, social gatherings, vamping, kitchen table conversations with family and friends, storytelling, small talk, dating, and conversations with intimate partners. Certainly, deciding when to speak and when to listen will depend on each situation. Here are some general guidelines. #Speak up to prevent impending injury, mishap, or loss. #Be [[w:The_Four_Agreements#Agreement_1:_Be_Impeccable_With_Your_Word|impeccable with your word]]. [[Facing Facts|Embrace reality]] as our common ground. [[Living_Wisely/advance_no_falsehoods|Advance no falsehoods]]. #Be [[Intellectual honesty|intellectually honest]]. Combine [[Virtues/Good Faith|good faith]] with a primary motivation toward [[Seeking True Beliefs|seeking true beliefs]]. #Speak up to right a wrong you cannot [[Virtues/Tolerance|tolerate]]. ##Correct false rumors, gossip, and hateful speech. ##Correct consequential factual errors, misrepresentations, omissions, or [[Recognizing Fallacies|logical fallacies]]. ##If you witness falsified documents, or illegal, harmful, or unethical activities, you may feel [[Moral Reasoning|morally compelled]] to confront the speaker privately or publicly, [[w:Speaking_truth_to_power|speak truth to power]], or become a [[w:Whistleblower|whistleblower]]. Proceed carefully after researching the many implications challenging power and [[w:Whistleblower|whistleblowing]] entails. ##Avoid the urge to [[w:Criticism#Balance|nitpick]] trivial errors that are largely inconsequential. #When making statements, be clear if you are sharing an idea, telling a story, stating a matter of fact, advocating a position in a controversy, or sharing your opinions. #[[Earning Trust|Increase trust]] and strengthen relationships each time you choose to speak. #Speak for yourself, and let others do the same. #During consultations, mind your own business. Give ideas and opinions only when they are wanted by the client or problem owner.<ref>{{cite book |last1=Nolan |first1=Vincent |last2=Williams |first2=Connie |date=2010 |title=Imagine That! Celebrating 50 years of Synctics |url=http://synecticsworld.com/imagine-that/|publisher=Synecticsworld |isbn=9780615413778 }} Confessions of a reformed mathematician, Michael J. Hicks </ref> #When [[Writing/Requesting Feedback|providing feedback]], consider if the feedback was invited or not, if it is positive or negative, provided publicly or privately, and if it is actionable or not. Don’t give unsolicited negative feedback without good cause. #Speak up to advance the conversation toward identified goals. #“Seek first to understand, then to be understood”.<ref>''The 7 Habits of Highly Effective People'', by Stephen Covey. Chapter “[[w:The_7_Habits_of_Highly_Effective_People#5_-_Seek_first_to_understand,_then_to_be_understood|Seek first to understand, then to be understood]]”. </ref> #“Say what you mean and mean what you say without being mean.”<ref>{{cite book |last=Runion |first=Meryl |date=December 31, 2003 |title=How to Use Power Phrases to Say What You Mean, Mean What You Say, & Get What You Want |publisher=McGraw-Hill Education |pages=224 |isbn=978-0071424851 }}</ref> #[[Apologizing|Apologize]] for hurtful errors you have made. #Ask questions only if they sincerely come from [[Fostering Curiosity|curiosity]] and will advance the conversation. #When you have made your point and secured agreement stop talking. Don’t sell past the close. #There is rarely a good reason to tell your grandmother she looks old. When choosing to disclose, consider: is it true? is it helpful? and is it kind? Weigh these considerations based on each situation. #[[w:Humiliation|Humiliation]] is a powerful emotion that often has long-lasting detrimental effects. Humiliation creates enemies and often triggers a destructive cycle of revenge that can last for a very long time. Fully heed the advice under [[Candor#Respect|the respect heading above]]. During [[Practicing Dialogue|dialogue]], and often in other modes of conversation, it is important to [[Practicing_Dialogue#Balance_Inquiry_and_Advocacy|balance inquiry and advocacy]]. Listen at least as often, as carefully, and as effectively, as you speak. == Summary and Conclusions == Candor requires attention to the six elements of: peer relationships, respect, thinking, feeling, clarity, and veracity. Communications are deficient and incongruent if they lack one or more of these elements. Seek first to understand, then to be understood. When you choose to speak, be impeccable with your word. == Further Reading == Students wanting to learn more about candor may be interested in reading the following books: *{{cite book |last=Runion |first=Meryl |date=December 31, 2003 |title=How to Use Power Phrases to Say What You Mean, Mean What You Say, & Get What You Want |publisher=McGraw-Hill Education |pages=224 |isbn=978-0071424851 }} *{{cite book |last=Ruiz |first=Don Miguel |date=November 7, 1997 |title=[[w:The_Four_Agreements|The Four Agreements: A Practical Guide to Personal Freedom]] |publisher=Amber-Allen Publishing |pages=160 |isbn=978-1878424310 |author-link=w:Don_Miguel_Ruiz }} *{{cite book |last=Ekman |first=Paul |date=January 26, 2009 |title=Telling Lies: Clues to Deceit in the Marketplace, Politics, and Marriage |publisher=W. W. Norton & Company |pages=416 |isbn=978-0393337457 |author-link=w:Paul_Ekman }} *{{cite book |last=Covey |first=Stephen M .R. |date=February 5, 2008 |title=The SPEED of TRUST: The One Thing That Changes Everything |publisher=FREE PRESS |pages=354 |isbn=978-1416549000 |author-link=w:Stephen_M._R._Covey }} *{{cite book |last=Frankfurt |first=Harry G. |date=January 30, 2005 |title=[[w:On_Bullshit|On Bullshit]] |publisher=Princeton University Press |pages=67 |isbn=978-0691122946 |author-link=w:Harry_Frankfurt }} *{{cite book |last1=Nolan |first1=Vincent |last2=Williams |first2=Connie |date=2010 |title=Imagine That! Celebrating 50 years of Synctics |url=http://synecticsworld.com/imagine-that/|publisher=Synecticsworld |isbn=9780615413778 }} I have not yet read the following books, but they seem interesting and relevant. They are listed here to invite further research. * ''Radical Candor: Be a Kick-Ass Boss Without Losing Your Humanity'', by Kim Scott == References == <references/> {{Emotional Competency}} [[Category:Life skills]] [[Category:Applied Wisdom]] [[Category:Philosophy]] [[Category:Peace studies]] [[Category:Humanities courses]] {{CourseCat}} r5t7ctw2m5wmb1jzcsdixm47jbpebhe 0 264907 2821512 2821444 2026-08-12T00:03:10Z Jtneill 10242 /* Overview */ Update for 2026 2821512 wikitext text/x-wiki {{Motivation and emotion/Tutorials|Tutorial 1: Topic selection|first}} {{Motivation and emotion/Tutorials/In development}} <!-- {{Motivation and emotion/Tutorials/Complete2}} --> <!-- {{Motivation and emotion/Tutorials/In development}} --> <!-- {{Note|For more info, see [[Motivation and emotion/Tutorials/Introduction]]}} --> ==Overview== This tutorial: # explains how [[Motivation and emotion/Tutorials|tutorials]] work and what will be covered # shows how to select a topic for the [[Motivation and emotion/Assessment/Major project|major project]] # involves students in sharing about their selected topic or interests # demonstrates how to add a template to help scaffold the [[Motivation and emotion/Assessment/Topic|topic development]] ==Welcome== # Welcome and tutor introduction # Tutorial content will typically involve: ## Discussion of key concepts from the textbook and lecture ## Group activities that expand and explore key concepts ## Project work which develops skills for the topic development, book chapter, and exam # Overview of [[Motivation and emotion/Tutorials|tutorial topics]] ;Virtual room tour: # Chat # Microphone (headset recommended) / webcam # Raise hand # Status and feedback # Whiteboard tools # Breakout rooms # Polls ==Icebreaker== These get-to-know-you activities provide an opportunity to meet and greet and start to explore some examples of motivations and emotions. ;Virtual # Speedfriending: 3 minutes to meet, greet, and share about what you're looking forward to (or not) in [[motivation and emotion]] ;In-person # [[w:sociometry|sociometric]] exercise or whiteboard discussion: ## What job/career do you hope to be doing in 5 to 10 years' time? (examples of motivations) ## How have you been feeling so far today? (Mood/Emotion) (examples of emotions) <!-- Ask participants to arrange themselves in a line or groups which represent our similarities and differences in motivation and emotion. For each question: * Ask participants to introduce themselves to the people next to them / in their group. * Link the sociometric data and responses to concepts in motivation and emotion. --> ==Topic check-in and whiparound== ===Check-in=== Poll - What stage are you up to? # Huh? What do I do? # I created a Wikiversity user account # I signed up to a book topic # I have a topic and started editing # I'm all over it! ===Whiparound=== #[https://goalbookapp.com/toolkit/v/strategy/whiparound Whiparound] discussion based on each person's book chapter interests and progress. Ask each student to share: ## their name ## topic they've chosen (or what areas they are interested in) # According to each person's stage of development: ## Very briefly discuss or expand on each topic, suggest related resources or ideas etc. ## If students are unsure about their interests, probe about what they are curious about - or at least find out, are they more interested in motivation or emotion etc.? # Key points: ## Topics are typically allocated to either motivation or emotion (with a few listed under motivation and emotion). Be aware of which broad category the selected topic fits into. ## Some topics are broader (requiring a zoomed out overview without getting too deep in the weeds) and others are narrower (requiring more comprehensive, indepth coverage). ## Broader topics can be overwhelming if there is a lot of material; an option in this case is to [[Motivation and emotion/Assessment/Selection#Negotiate a topic|negotiate]] a narrowing of the topic title and/or sub-title. ## Narrower topics for which there is a lack of sufficient literature may benefit from negotiating a broadening of the topic title and/or sub-title. ==Project tasks== ===Create a Wikiversity account=== # [[Create an account|Create an account]]: ## Register a user name and password. Include an email for password recovery. ## Edits to Wikiversity are publicly available, so choose a name that suits your privacy requirements (e.g., can be a real name, pseudonym, or student number). ## Start at http://en.wikiversity.org (English Wikiversity) - Create account (top-right) ## Or go direct to: [[Special:Userlogin/signup|create a Wikiversity user account]] # Log in (top-right) ===Topic selection=== # Topic selection is [[wikt:first in, best dressed|first in, best dressed]] # Sign up to a pre-approved topic in the {{Motivation and emotion/Book}} by: ## Clicking "Edit" or "Edit source" ## Replace "User name" alongside your topic of choice with your Wikiversity user name ## Publish the page ## Alternatively, [[Motivation and emotion/Assessment/Selection#New topics|negotiate a topic]] ===Quick start template=== # It is recommended (but not required) that you add the [[Template:Motivation and emotion/Book chapter structure|quick start template]] to the topic page. # To do this, click "Create source" or "Edit source" on the target page, paste '''[[Template:Motivation and emotion/Book chapter structure|<nowiki>{{subst:ME/BCS}}</nowiki>]]''', then Publish. ## If you get a spam filter warning it is probably because you have a new account. You can ask the tutor to add the template for you. Or publish some smaller edits first (e.g., on your user page). This helps the system learn to trust you, then try inserting the template again. ==Next steps== # Sign up for (or [[Motivation and emotion/Assessment/Selection#New topics|negotiate]]) a book chapter topic by the end of Week 2. # Draft the [[Motivation and emotion/Assessment/Topic|topic development]] which is a detailed plan for a full chapter, consisting of main headings with bullet-points about key points, on Wikiversity by the end of Week 3. ==Recording== <!-- * [ Tutorial 1] (2026) --> * [https://au-lti.bbcollab.com/recording/71cf60b37faf4d40b17f9107a417e0ee Tutorial 1] (2025)<!-- * [https://au-lti.bbcollab.com/recording/81cb0a731ef44fe1ab82b529fd3a836a Tutorial 1] (2024) * [https://au-lti.bbcollab.com/recording/ace491a49cdd4d8f8441c7b357fa60dc Tutorial 1] (2023) * [https://au-lti.bbcollab.com/recording/91c93320558847a8a6717e2a0ad4b6dd Tutorial 1 recording] (2022) * [https://au-lti.bbcollab.com/recording/332ed2ad09824fb88c799b92cd64eaaa Tutorial 1 recording] (2021) --> ==See also== ; Topic selection * [[Motivation and emotion/Assessment/Selection|Topic selection guidelines]] ;Topic development * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Book/2026|Book chapter table of contents]] (2026) ;Lecture * [[Motivation and emotion/Lectures/Introduction|Introduction]] ;Tutorial * [[{{#titleparts:{{PAGENAME}}|2}}/Wiki editing|Wiki editing]] (Next tutorial) <!-- ;Admin * [[/Instructor notes/]] * [[Introduction to psychology/Psy102/Tutorials/Motivation|Motivation tutorial]] (Psychology 102) --> ==External links== * [https://cogniti.canberra.edu.au/agents/6a3caf85b2fed9a95789241a/chat?k=WfY1yx6AB7yF_9XqiyYENzUBNCGfV1e2FCBodCDD2xU Chat with the motivation and emotion book chapter topic generator] (Cogniti) <noinclude>{{Motivation and emotion/Tutorials/Navigation}}</noinclude> [[Category:Motivation and emotion/Tutorials/Topic selection]] lbo88cgqpe7r0var3ly69v8xqi9gite 2821514 2821512 2026-08-12T00:19:56Z Jtneill 10242 /* Welcome */ Update for 2026 2821514 wikitext text/x-wiki {{Motivation and emotion/Tutorials|Tutorial 1: Topic selection|first}} {{Motivation and emotion/Tutorials/In development}} <!-- {{Motivation and emotion/Tutorials/Complete2}} --> <!-- {{Motivation and emotion/Tutorials/In development}} --> <!-- {{Note|For more info, see [[Motivation and emotion/Tutorials/Introduction]]}} --> ==Overview== This tutorial: # explains how [[Motivation and emotion/Tutorials|tutorials]] work and what will be covered # shows how to select a topic for the [[Motivation and emotion/Assessment/Major project|major project]] # involves students in sharing about their selected topic or interests # demonstrates how to add a template to help scaffold the [[Motivation and emotion/Assessment/Topic|topic development]] ==Welcome== # Welcome and tutor introduction # Tutorial content typically involves: ## Discussion about, review ofm key concepts from the textbook and lecture ## Group activities that expand and explore key concepts ## Project work which develops skills for the assessment (topic development, book chapter, and exam) # Overview of [[Motivation and emotion/Tutorials|tutorial topics]] ;Virtual room tour: # Chat # Microphone (headset recommended) / webcam # Raise hand # Status and feedback # Whiteboard tools # Breakout rooms # Polls ==Icebreaker== These get-to-know-you activities provide an opportunity to meet and greet and start to explore some examples of motivations and emotions. ;Virtual # Speedfriending: 3 minutes to meet, greet, and share about what you're looking forward to (or not) in [[motivation and emotion]] ;In-person # [[w:sociometry|sociometric]] exercise or whiteboard discussion: ## What job/career do you hope to be doing in 5 to 10 years' time? (examples of motivations) ## How have you been feeling so far today? (Mood/Emotion) (examples of emotions) <!-- Ask participants to arrange themselves in a line or groups which represent our similarities and differences in motivation and emotion. For each question: * Ask participants to introduce themselves to the people next to them / in their group. * Link the sociometric data and responses to concepts in motivation and emotion. --> ==Topic check-in and whiparound== ===Check-in=== Poll - What stage are you up to? # Huh? What do I do? # I created a Wikiversity user account # I signed up to a book topic # I have a topic and started editing # I'm all over it! ===Whiparound=== #[https://goalbookapp.com/toolkit/v/strategy/whiparound Whiparound] discussion based on each person's book chapter interests and progress. Ask each student to share: ## their name ## topic they've chosen (or what areas they are interested in) # According to each person's stage of development: ## Very briefly discuss or expand on each topic, suggest related resources or ideas etc. ## If students are unsure about their interests, probe about what they are curious about - or at least find out, are they more interested in motivation or emotion etc.? # Key points: ## Topics are typically allocated to either motivation or emotion (with a few listed under motivation and emotion). Be aware of which broad category the selected topic fits into. ## Some topics are broader (requiring a zoomed out overview without getting too deep in the weeds) and others are narrower (requiring more comprehensive, indepth coverage). ## Broader topics can be overwhelming if there is a lot of material; an option in this case is to [[Motivation and emotion/Assessment/Selection#Negotiate a topic|negotiate]] a narrowing of the topic title and/or sub-title. ## Narrower topics for which there is a lack of sufficient literature may benefit from negotiating a broadening of the topic title and/or sub-title. ==Project tasks== ===Create a Wikiversity account=== # [[Create an account|Create an account]]: ## Register a user name and password. Include an email for password recovery. ## Edits to Wikiversity are publicly available, so choose a name that suits your privacy requirements (e.g., can be a real name, pseudonym, or student number). ## Start at http://en.wikiversity.org (English Wikiversity) - Create account (top-right) ## Or go direct to: [[Special:Userlogin/signup|create a Wikiversity user account]] # Log in (top-right) ===Topic selection=== # Topic selection is [[wikt:first in, best dressed|first in, best dressed]] # Sign up to a pre-approved topic in the {{Motivation and emotion/Book}} by: ## Clicking "Edit" or "Edit source" ## Replace "User name" alongside your topic of choice with your Wikiversity user name ## Publish the page ## Alternatively, [[Motivation and emotion/Assessment/Selection#New topics|negotiate a topic]] ===Quick start template=== # It is recommended (but not required) that you add the [[Template:Motivation and emotion/Book chapter structure|quick start template]] to the topic page. # To do this, click "Create source" or "Edit source" on the target page, paste '''[[Template:Motivation and emotion/Book chapter structure|<nowiki>{{subst:ME/BCS}}</nowiki>]]''', then Publish. ## If you get a spam filter warning it is probably because you have a new account. You can ask the tutor to add the template for you. Or publish some smaller edits first (e.g., on your user page). This helps the system learn to trust you, then try inserting the template again. ==Next steps== # Sign up for (or [[Motivation and emotion/Assessment/Selection#New topics|negotiate]]) a book chapter topic by the end of Week 2. # Draft the [[Motivation and emotion/Assessment/Topic|topic development]] which is a detailed plan for a full chapter, consisting of main headings with bullet-points about key points, on Wikiversity by the end of Week 3. ==Recording== <!-- * [ Tutorial 1] (2026) --> * [https://au-lti.bbcollab.com/recording/71cf60b37faf4d40b17f9107a417e0ee Tutorial 1] (2025)<!-- * [https://au-lti.bbcollab.com/recording/81cb0a731ef44fe1ab82b529fd3a836a Tutorial 1] (2024) * [https://au-lti.bbcollab.com/recording/ace491a49cdd4d8f8441c7b357fa60dc Tutorial 1] (2023) * [https://au-lti.bbcollab.com/recording/91c93320558847a8a6717e2a0ad4b6dd Tutorial 1 recording] (2022) * [https://au-lti.bbcollab.com/recording/332ed2ad09824fb88c799b92cd64eaaa Tutorial 1 recording] (2021) --> ==See also== ; Topic selection * [[Motivation and emotion/Assessment/Selection|Topic selection guidelines]] ;Topic development * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Book/2026|Book chapter table of contents]] (2026) ;Lecture * [[Motivation and emotion/Lectures/Introduction|Introduction]] ;Tutorial * [[{{#titleparts:{{PAGENAME}}|2}}/Wiki editing|Wiki editing]] (Next tutorial) <!-- ;Admin * [[/Instructor notes/]] * [[Introduction to psychology/Psy102/Tutorials/Motivation|Motivation tutorial]] (Psychology 102) --> ==External links== * [https://cogniti.canberra.edu.au/agents/6a3caf85b2fed9a95789241a/chat?k=WfY1yx6AB7yF_9XqiyYENzUBNCGfV1e2FCBodCDD2xU Chat with the motivation and emotion book chapter topic generator] (Cogniti) <noinclude>{{Motivation and emotion/Tutorials/Navigation}}</noinclude> [[Category:Motivation and emotion/Tutorials/Topic selection]] ighra28rx08jvoo9ggax4q405u93aom 2821515 2821514 2026-08-12T00:21:19Z Jtneill 10242 /* Icebreaker */ Update for 2026 2821515 wikitext text/x-wiki {{Motivation and emotion/Tutorials|Tutorial 1: Topic selection|first}} {{Motivation and emotion/Tutorials/In development}} <!-- {{Motivation and emotion/Tutorials/Complete2}} --> <!-- {{Motivation and emotion/Tutorials/In development}} --> <!-- {{Note|For more info, see [[Motivation and emotion/Tutorials/Introduction]]}} --> ==Overview== This tutorial: # explains how [[Motivation and emotion/Tutorials|tutorials]] work and what will be covered # shows how to select a topic for the [[Motivation and emotion/Assessment/Major project|major project]] # involves students in sharing about their selected topic or interests # demonstrates how to add a template to help scaffold the [[Motivation and emotion/Assessment/Topic|topic development]] ==Welcome== # Welcome and tutor introduction # Tutorial content typically involves: ## Discussion about, review ofm key concepts from the textbook and lecture ## Group activities that expand and explore key concepts ## Project work which develops skills for the assessment (topic development, book chapter, and exam) # Overview of [[Motivation and emotion/Tutorials|tutorial topics]] ;Virtual room tour: # Chat # Microphone (headset recommended) / webcam # Raise hand # Status and feedback # Whiteboard tools # Breakout rooms # Polls ==Icebreaker== This get-to-know-you activity provides an opportunity to meet, greet, and start exploring some examples of motivation and emotion. ;Virtual # Speedfriending: 3 minutes to meet, greet, and share about what you're looking forward to (or not) in [[motivation and emotion]] ;In-person # [[w:sociometry|sociometric]] exercise or whiteboard discussion: ## What job/career do you hope to be doing in 5 to 10 years' time? (examples of motivations) ## How have you been feeling so far today? (Mood/Emotion) (examples of emotions) <!-- Ask participants to arrange themselves in a line or groups which represent our similarities and differences in motivation and emotion. For each question: * Ask participants to introduce themselves to the people next to them / in their group. * Link the sociometric data and responses to concepts in motivation and emotion. --> ==Topic check-in and whiparound== ===Check-in=== Poll - What stage are you up to? # Huh? What do I do? # I created a Wikiversity user account # I signed up to a book topic # I have a topic and started editing # I'm all over it! ===Whiparound=== #[https://goalbookapp.com/toolkit/v/strategy/whiparound Whiparound] discussion based on each person's book chapter interests and progress. Ask each student to share: ## their name ## topic they've chosen (or what areas they are interested in) # According to each person's stage of development: ## Very briefly discuss or expand on each topic, suggest related resources or ideas etc. ## If students are unsure about their interests, probe about what they are curious about - or at least find out, are they more interested in motivation or emotion etc.? # Key points: ## Topics are typically allocated to either motivation or emotion (with a few listed under motivation and emotion). Be aware of which broad category the selected topic fits into. ## Some topics are broader (requiring a zoomed out overview without getting too deep in the weeds) and others are narrower (requiring more comprehensive, indepth coverage). ## Broader topics can be overwhelming if there is a lot of material; an option in this case is to [[Motivation and emotion/Assessment/Selection#Negotiate a topic|negotiate]] a narrowing of the topic title and/or sub-title. ## Narrower topics for which there is a lack of sufficient literature may benefit from negotiating a broadening of the topic title and/or sub-title. ==Project tasks== ===Create a Wikiversity account=== # [[Create an account|Create an account]]: ## Register a user name and password. Include an email for password recovery. ## Edits to Wikiversity are publicly available, so choose a name that suits your privacy requirements (e.g., can be a real name, pseudonym, or student number). ## Start at http://en.wikiversity.org (English Wikiversity) - Create account (top-right) ## Or go direct to: [[Special:Userlogin/signup|create a Wikiversity user account]] # Log in (top-right) ===Topic selection=== # Topic selection is [[wikt:first in, best dressed|first in, best dressed]] # Sign up to a pre-approved topic in the {{Motivation and emotion/Book}} by: ## Clicking "Edit" or "Edit source" ## Replace "User name" alongside your topic of choice with your Wikiversity user name ## Publish the page ## Alternatively, [[Motivation and emotion/Assessment/Selection#New topics|negotiate a topic]] ===Quick start template=== # It is recommended (but not required) that you add the [[Template:Motivation and emotion/Book chapter structure|quick start template]] to the topic page. # To do this, click "Create source" or "Edit source" on the target page, paste '''[[Template:Motivation and emotion/Book chapter structure|<nowiki>{{subst:ME/BCS}}</nowiki>]]''', then Publish. ## If you get a spam filter warning it is probably because you have a new account. You can ask the tutor to add the template for you. Or publish some smaller edits first (e.g., on your user page). This helps the system learn to trust you, then try inserting the template again. ==Next steps== # Sign up for (or [[Motivation and emotion/Assessment/Selection#New topics|negotiate]]) a book chapter topic by the end of Week 2. # Draft the [[Motivation and emotion/Assessment/Topic|topic development]] which is a detailed plan for a full chapter, consisting of main headings with bullet-points about key points, on Wikiversity by the end of Week 3. ==Recording== <!-- * [ Tutorial 1] (2026) --> * [https://au-lti.bbcollab.com/recording/71cf60b37faf4d40b17f9107a417e0ee Tutorial 1] (2025)<!-- * [https://au-lti.bbcollab.com/recording/81cb0a731ef44fe1ab82b529fd3a836a Tutorial 1] (2024) * [https://au-lti.bbcollab.com/recording/ace491a49cdd4d8f8441c7b357fa60dc Tutorial 1] (2023) * [https://au-lti.bbcollab.com/recording/91c93320558847a8a6717e2a0ad4b6dd Tutorial 1 recording] (2022) * [https://au-lti.bbcollab.com/recording/332ed2ad09824fb88c799b92cd64eaaa Tutorial 1 recording] (2021) --> ==See also== ; Topic selection * [[Motivation and emotion/Assessment/Selection|Topic selection guidelines]] ;Topic development * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Book/2026|Book chapter table of contents]] (2026) ;Lecture * [[Motivation and emotion/Lectures/Introduction|Introduction]] ;Tutorial * [[{{#titleparts:{{PAGENAME}}|2}}/Wiki editing|Wiki editing]] (Next tutorial) <!-- ;Admin * [[/Instructor notes/]] * [[Introduction to psychology/Psy102/Tutorials/Motivation|Motivation tutorial]] (Psychology 102) --> ==External links== * [https://cogniti.canberra.edu.au/agents/6a3caf85b2fed9a95789241a/chat?k=WfY1yx6AB7yF_9XqiyYENzUBNCGfV1e2FCBodCDD2xU Chat with the motivation and emotion book chapter topic generator] (Cogniti) <noinclude>{{Motivation and emotion/Tutorials/Navigation}}</noinclude> [[Category:Motivation and emotion/Tutorials/Topic selection]] sgp3kusxapaimr2z2k0vbteec11mm6j 2821518 2821515 2026-08-12T00:23:47Z Jtneill 10242 /* Whiparound */ Update for 2026 2821518 wikitext text/x-wiki {{Motivation and emotion/Tutorials|Tutorial 1: Topic selection|first}} {{Motivation and emotion/Tutorials/In development}} <!-- {{Motivation and emotion/Tutorials/Complete2}} --> <!-- {{Motivation and emotion/Tutorials/In development}} --> <!-- {{Note|For more info, see [[Motivation and emotion/Tutorials/Introduction]]}} --> ==Overview== This tutorial: # explains how [[Motivation and emotion/Tutorials|tutorials]] work and what will be covered # shows how to select a topic for the [[Motivation and emotion/Assessment/Major project|major project]] # involves students in sharing about their selected topic or interests # demonstrates how to add a template to help scaffold the [[Motivation and emotion/Assessment/Topic|topic development]] ==Welcome== # Welcome and tutor introduction # Tutorial content typically involves: ## Discussion about, review ofm key concepts from the textbook and lecture ## Group activities that expand and explore key concepts ## Project work which develops skills for the assessment (topic development, book chapter, and exam) # Overview of [[Motivation and emotion/Tutorials|tutorial topics]] ;Virtual room tour: # Chat # Microphone (headset recommended) / webcam # Raise hand # Status and feedback # Whiteboard tools # Breakout rooms # Polls ==Icebreaker== This get-to-know-you activity provides an opportunity to meet, greet, and start exploring some examples of motivation and emotion. ;Virtual # Speedfriending: 3 minutes to meet, greet, and share about what you're looking forward to (or not) in [[motivation and emotion]] ;In-person # [[w:sociometry|sociometric]] exercise or whiteboard discussion: ## What job/career do you hope to be doing in 5 to 10 years' time? (examples of motivations) ## How have you been feeling so far today? (Mood/Emotion) (examples of emotions) <!-- Ask participants to arrange themselves in a line or groups which represent our similarities and differences in motivation and emotion. For each question: * Ask participants to introduce themselves to the people next to them / in their group. * Link the sociometric data and responses to concepts in motivation and emotion. --> ==Topic check-in and whiparound== ===Check-in=== Poll - What stage are you up to? # Huh? What do I do? # I created a Wikiversity user account # I signed up to a book topic # I have a topic and started editing # I'm all over it! ===Whiparound=== #[https://goalbookapp.com/toolkit/v/strategy/whiparound Whiparound] discussion based on each person's book chapter interests and progress. Ask each student to share: ## their name ## topic they've chosen (or what areas they are interested in) # According to each person's stage of development: ## Very briefly discuss or expand on the selected topic, suggest related resources or ideas etc. ## If students are unsure about their interests, probe what they are curious about—or at least find out, are they more interested in motivation or emotion etc.? # Key points: ## Topics are usually allocated to either motivation or emotion (with a few listed under motivation and emotion). Be aware of which broad category the selected topic fits into. ## Some topics are broader (requiring a zoomed out overview without getting too deep in the weeds) and others are narrower (requiring more comprehensive, indepth coverage). ## Broader topics can be overwhelming if there is a lot of material; an option in this case is to [[Motivation and emotion/Assessment/Selection#Negotiate a topic|negotiate]] a narrowing of the topic title and/or sub-title. ## Narrower topics for which there is a lack of sufficient literature may benefit from negotiating a broadening of the topic title and/or sub-title. ==Project tasks== ===Create a Wikiversity account=== # [[Create an account|Create an account]]: ## Register a user name and password. Include an email for password recovery. ## Edits to Wikiversity are publicly available, so choose a name that suits your privacy requirements (e.g., can be a real name, pseudonym, or student number). ## Start at http://en.wikiversity.org (English Wikiversity) - Create account (top-right) ## Or go direct to: [[Special:Userlogin/signup|create a Wikiversity user account]] # Log in (top-right) ===Topic selection=== # Topic selection is [[wikt:first in, best dressed|first in, best dressed]] # Sign up to a pre-approved topic in the {{Motivation and emotion/Book}} by: ## Clicking "Edit" or "Edit source" ## Replace "User name" alongside your topic of choice with your Wikiversity user name ## Publish the page ## Alternatively, [[Motivation and emotion/Assessment/Selection#New topics|negotiate a topic]] ===Quick start template=== # It is recommended (but not required) that you add the [[Template:Motivation and emotion/Book chapter structure|quick start template]] to the topic page. # To do this, click "Create source" or "Edit source" on the target page, paste '''[[Template:Motivation and emotion/Book chapter structure|<nowiki>{{subst:ME/BCS}}</nowiki>]]''', then Publish. ## If you get a spam filter warning it is probably because you have a new account. You can ask the tutor to add the template for you. Or publish some smaller edits first (e.g., on your user page). This helps the system learn to trust you, then try inserting the template again. ==Next steps== # Sign up for (or [[Motivation and emotion/Assessment/Selection#New topics|negotiate]]) a book chapter topic by the end of Week 2. # Draft the [[Motivation and emotion/Assessment/Topic|topic development]] which is a detailed plan for a full chapter, consisting of main headings with bullet-points about key points, on Wikiversity by the end of Week 3. ==Recording== <!-- * [ Tutorial 1] (2026) --> * [https://au-lti.bbcollab.com/recording/71cf60b37faf4d40b17f9107a417e0ee Tutorial 1] (2025)<!-- * [https://au-lti.bbcollab.com/recording/81cb0a731ef44fe1ab82b529fd3a836a Tutorial 1] (2024) * [https://au-lti.bbcollab.com/recording/ace491a49cdd4d8f8441c7b357fa60dc Tutorial 1] (2023) * [https://au-lti.bbcollab.com/recording/91c93320558847a8a6717e2a0ad4b6dd Tutorial 1 recording] (2022) * [https://au-lti.bbcollab.com/recording/332ed2ad09824fb88c799b92cd64eaaa Tutorial 1 recording] (2021) --> ==See also== ; Topic selection * [[Motivation and emotion/Assessment/Selection|Topic selection guidelines]] ;Topic development * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Book/2026|Book chapter table of contents]] (2026) ;Lecture * [[Motivation and emotion/Lectures/Introduction|Introduction]] ;Tutorial * [[{{#titleparts:{{PAGENAME}}|2}}/Wiki editing|Wiki editing]] (Next tutorial) <!-- ;Admin * [[/Instructor notes/]] * [[Introduction to psychology/Psy102/Tutorials/Motivation|Motivation tutorial]] (Psychology 102) --> ==External links== * [https://cogniti.canberra.edu.au/agents/6a3caf85b2fed9a95789241a/chat?k=WfY1yx6AB7yF_9XqiyYENzUBNCGfV1e2FCBodCDD2xU Chat with the motivation and emotion book chapter topic generator] (Cogniti) <noinclude>{{Motivation and emotion/Tutorials/Navigation}}</noinclude> [[Category:Motivation and emotion/Tutorials/Topic selection]] 4ut8di4m0abb3z541b1ycalyqsmsjgx 2821643 2821518 2026-08-12T07:25:48Z Jtneill 10242 Update for 2026 2821643 wikitext text/x-wiki {{Motivation and emotion/Tutorials|Tutorial 1: Topic selection|first}} {{Motivation and emotion/Tutorials/Complete2}} <!-- {{Motivation and emotion/Tutorials/Complete2}} --> <!-- {{Motivation and emotion/Tutorials/In development}} --> <!-- {{Note|For more info, see [[Motivation and emotion/Tutorials/Introduction]]}} --> ==Overview== This tutorial: # explains how [[Motivation and emotion/Tutorials|tutorials]] work and what will be covered # shows how to select a topic for the [[Motivation and emotion/Assessment/Major project|major project]] # involves students in sharing about their selected topic or interests # demonstrates how to add a template to help scaffold the [[Motivation and emotion/Assessment/Topic|topic development]] ==Welcome== # Welcome and tutor introduction # Tutorial content typically involves: ## Discussion about, review ofm key concepts from the textbook and lecture ## Group activities that expand and explore key concepts ## Project work which develops skills for the assessment (topic development, book chapter, and exam) # Overview of [[Motivation and emotion/Tutorials|tutorial topics]] ;Virtual room tour: # Chat # Microphone (headset recommended) / webcam # Raise hand # Status and feedback # Whiteboard tools # Breakout rooms # Polls ==Icebreaker== This get-to-know-you activity provides an opportunity to meet, greet, and start exploring some examples of motivation and emotion. ;Virtual # Speedfriending: 3 minutes to meet, greet, and share about what you're looking forward to (or not) in [[motivation and emotion]] ;In-person # [[w:sociometry|sociometric]] exercise or whiteboard discussion: ## What job/career do you hope to be doing in 5 to 10 years' time? (examples of motivations) ## How have you been feeling so far today? (Mood/Emotion) (examples of emotions) <!-- Ask participants to arrange themselves in a line or groups which represent our similarities and differences in motivation and emotion. For each question: * Ask participants to introduce themselves to the people next to them / in their group. * Link the sociometric data and responses to concepts in motivation and emotion. --> ==Topic check-in and whiparound== ===Check-in=== Poll - What stage are you up to? # Huh? What do I do? # I created a Wikiversity user account # I signed up to a book topic # I have a topic and started editing # I'm all over it! ===Whiparound=== #[https://goalbookapp.com/toolkit/v/strategy/whiparound Whiparound] discussion based on each person's book chapter interests and progress. Ask each student to share: ## their name ## topic they've chosen (or what areas they are interested in) # According to each person's stage of development: ## Very briefly discuss or expand on the selected topic, suggest related resources or ideas etc. ## If students are unsure about their interests, probe what they are curious about—or at least find out, are they more interested in motivation or emotion etc.? # Key points: ## Topics are usually allocated to either motivation or emotion (with a few listed under motivation and emotion). Be aware of which broad category the selected topic fits into. ## Some topics are broader (requiring a zoomed out overview without getting too deep in the weeds) and others are narrower (requiring more comprehensive, indepth coverage). ## Broader topics can be overwhelming if there is a lot of material; an option in this case is to [[Motivation and emotion/Assessment/Selection#Negotiate a topic|negotiate]] a narrowing of the topic title and/or sub-title. ## Narrower topics for which there is a lack of sufficient literature may benefit from negotiating a broadening of the topic title and/or sub-title. ==Project tasks== ===Create a Wikiversity account=== # [[Create an account|Create an account]]: ## Register a user name and password. Include an email for password recovery. ## Edits to Wikiversity are publicly available, so choose a name that suits your privacy requirements (e.g., can be a real name, pseudonym, or student number). ## Start at http://en.wikiversity.org (English Wikiversity) - Create account (top-right) ## Or go direct to: [[Special:Userlogin/signup|create a Wikiversity user account]] # Log in (top-right) ===Topic selection=== # Topic selection is [[wikt:first in, best dressed|first in, best dressed]] # Sign up to a pre-approved topic in the {{Motivation and emotion/Book}} by: ## Clicking "Edit" or "Edit source" ## Replace "User name" alongside your topic of choice with your Wikiversity user name ## Publish the page ## Alternatively, [[Motivation and emotion/Assessment/Selection#New topics|negotiate a topic]] ===Quick start template=== # It is recommended (but not required) that you add the [[Template:Motivation and emotion/Book chapter structure|quick start template]] to the topic page. # To do this, click "Create source" or "Edit source" on the target page, paste '''[[Template:Motivation and emotion/Book chapter structure|<nowiki>{{subst:ME/BCS}}</nowiki>]]''', then Publish. ## If you get a spam filter warning it is probably because you have a new account. You can ask the tutor to add the template for you. Or publish some smaller edits first (e.g., on your user page). This helps the system learn to trust you, then try inserting the template again. ==Next steps== # Sign up for (or [[Motivation and emotion/Assessment/Selection#New topics|negotiate]]) a book chapter topic by the end of Week 2. # Draft the [[Motivation and emotion/Assessment/Topic|topic development]] which is a detailed plan for a full chapter, consisting of main headings with bullet-points about key points, on Wikiversity by the end of Week 3. ==Recording== <!-- * [ Tutorial 1] (2026) --> * [https://au-lti.bbcollab.com/recording/71cf60b37faf4d40b17f9107a417e0ee Tutorial 1] (2025)<!-- * [https://au-lti.bbcollab.com/recording/81cb0a731ef44fe1ab82b529fd3a836a Tutorial 1] (2024) * [https://au-lti.bbcollab.com/recording/ace491a49cdd4d8f8441c7b357fa60dc Tutorial 1] (2023) * [https://au-lti.bbcollab.com/recording/91c93320558847a8a6717e2a0ad4b6dd Tutorial 1 recording] (2022) * [https://au-lti.bbcollab.com/recording/332ed2ad09824fb88c799b92cd64eaaa Tutorial 1 recording] (2021) --> ==See also== ; Topic selection * [[Motivation and emotion/Assessment/Selection|Topic selection guidelines]] ;Topic development * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Book/2026|Book chapter table of contents]] (2026) ;Lecture * [[Motivation and emotion/Lectures/Introduction|Introduction]] ;Tutorial * [[{{#titleparts:{{PAGENAME}}|2}}/Wiki editing|Wiki editing]] (Next tutorial) <!-- ;Admin * [[/Instructor notes/]] * [[Introduction to psychology/Psy102/Tutorials/Motivation|Motivation tutorial]] (Psychology 102) --> ==External links== * [https://cogniti.canberra.edu.au/agents/6a3caf85b2fed9a95789241a/chat?k=WfY1yx6AB7yF_9XqiyYENzUBNCGfV1e2FCBodCDD2xU Chat with the motivation and emotion book chapter topic generator] (Cogniti) <noinclude>{{Motivation and emotion/Tutorials/Navigation}}</noinclude> [[Category:Motivation and emotion/Tutorials/Topic selection]] sy4pa2ua5uo99aiibrus5jb82bvkgn7 2821651 2821643 2026-08-12T08:46:12Z Jtneill 10242 /* Recording */ Update for 2026 2821651 wikitext text/x-wiki {{Motivation and emotion/Tutorials|Tutorial 1: Topic selection|first}} {{Motivation and emotion/Tutorials/Complete2}} <!-- {{Motivation and emotion/Tutorials/Complete2}} --> <!-- {{Motivation and emotion/Tutorials/In development}} --> <!-- {{Note|For more info, see [[Motivation and emotion/Tutorials/Introduction]]}} --> ==Overview== This tutorial: # explains how [[Motivation and emotion/Tutorials|tutorials]] work and what will be covered # shows how to select a topic for the [[Motivation and emotion/Assessment/Major project|major project]] # involves students in sharing about their selected topic or interests # demonstrates how to add a template to help scaffold the [[Motivation and emotion/Assessment/Topic|topic development]] ==Welcome== # Welcome and tutor introduction # Tutorial content typically involves: ## Discussion about, review ofm key concepts from the textbook and lecture ## Group activities that expand and explore key concepts ## Project work which develops skills for the assessment (topic development, book chapter, and exam) # Overview of [[Motivation and emotion/Tutorials|tutorial topics]] ;Virtual room tour: # Chat # Microphone (headset recommended) / webcam # Raise hand # Status and feedback # Whiteboard tools # Breakout rooms # Polls ==Icebreaker== This get-to-know-you activity provides an opportunity to meet, greet, and start exploring some examples of motivation and emotion. ;Virtual # Speedfriending: 3 minutes to meet, greet, and share about what you're looking forward to (or not) in [[motivation and emotion]] ;In-person # [[w:sociometry|sociometric]] exercise or whiteboard discussion: ## What job/career do you hope to be doing in 5 to 10 years' time? (examples of motivations) ## How have you been feeling so far today? (Mood/Emotion) (examples of emotions) <!-- Ask participants to arrange themselves in a line or groups which represent our similarities and differences in motivation and emotion. For each question: * Ask participants to introduce themselves to the people next to them / in their group. * Link the sociometric data and responses to concepts in motivation and emotion. --> ==Topic check-in and whiparound== ===Check-in=== Poll - What stage are you up to? # Huh? What do I do? # I created a Wikiversity user account # I signed up to a book topic # I have a topic and started editing # I'm all over it! ===Whiparound=== #[https://goalbookapp.com/toolkit/v/strategy/whiparound Whiparound] discussion based on each person's book chapter interests and progress. Ask each student to share: ## their name ## topic they've chosen (or what areas they are interested in) # According to each person's stage of development: ## Very briefly discuss or expand on the selected topic, suggest related resources or ideas etc. ## If students are unsure about their interests, probe what they are curious about—or at least find out, are they more interested in motivation or emotion etc.? # Key points: ## Topics are usually allocated to either motivation or emotion (with a few listed under motivation and emotion). Be aware of which broad category the selected topic fits into. ## Some topics are broader (requiring a zoomed out overview without getting too deep in the weeds) and others are narrower (requiring more comprehensive, indepth coverage). ## Broader topics can be overwhelming if there is a lot of material; an option in this case is to [[Motivation and emotion/Assessment/Selection#Negotiate a topic|negotiate]] a narrowing of the topic title and/or sub-title. ## Narrower topics for which there is a lack of sufficient literature may benefit from negotiating a broadening of the topic title and/or sub-title. ==Project tasks== ===Create a Wikiversity account=== # [[Create an account|Create an account]]: ## Register a user name and password. Include an email for password recovery. ## Edits to Wikiversity are publicly available, so choose a name that suits your privacy requirements (e.g., can be a real name, pseudonym, or student number). ## Start at http://en.wikiversity.org (English Wikiversity) - Create account (top-right) ## Or go direct to: [[Special:Userlogin/signup|create a Wikiversity user account]] # Log in (top-right) ===Topic selection=== # Topic selection is [[wikt:first in, best dressed|first in, best dressed]] # Sign up to a pre-approved topic in the {{Motivation and emotion/Book}} by: ## Clicking "Edit" or "Edit source" ## Replace "User name" alongside your topic of choice with your Wikiversity user name ## Publish the page ## Alternatively, [[Motivation and emotion/Assessment/Selection#New topics|negotiate a topic]] ===Quick start template=== # It is recommended (but not required) that you add the [[Template:Motivation and emotion/Book chapter structure|quick start template]] to the topic page. # To do this, click "Create source" or "Edit source" on the target page, paste '''[[Template:Motivation and emotion/Book chapter structure|<nowiki>{{subst:ME/BCS}}</nowiki>]]''', then Publish. ## If you get a spam filter warning it is probably because you have a new account. You can ask the tutor to add the template for you. Or publish some smaller edits first (e.g., on your user page). This helps the system learn to trust you, then try inserting the template again. ==Next steps== # Sign up for (or [[Motivation and emotion/Assessment/Selection#New topics|negotiate]]) a book chapter topic by the end of Week 2. # Draft the [[Motivation and emotion/Assessment/Topic|topic development]] which is a detailed plan for a full chapter, consisting of main headings with bullet-points about key points, on Wikiversity by the end of Week 3. ==Recording== <!-- * [ Tutorial 1] (2027) --> * [https://au-lti.bbcollab.com/recording/395cf77b086d42ab9e42266a8ad5e6f9 Tutorial 1] (2026) * [https://au-lti.bbcollab.com/recording/71cf60b37faf4d40b17f9107a417e0ee Tutorial 1] (2025)<!-- * [https://au-lti.bbcollab.com/recording/81cb0a731ef44fe1ab82b529fd3a836a Tutorial 1] (2024) * [https://au-lti.bbcollab.com/recording/ace491a49cdd4d8f8441c7b357fa60dc Tutorial 1] (2023) * [https://au-lti.bbcollab.com/recording/91c93320558847a8a6717e2a0ad4b6dd Tutorial 1 recording] (2022) * [https://au-lti.bbcollab.com/recording/332ed2ad09824fb88c799b92cd64eaaa Tutorial 1 recording] (2021) --> ==See also== ; Topic selection * [[Motivation and emotion/Assessment/Selection|Topic selection guidelines]] ;Topic development * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Book/2026|Book chapter table of contents]] (2026) ;Lecture * [[Motivation and emotion/Lectures/Introduction|Introduction]] ;Tutorial * [[{{#titleparts:{{PAGENAME}}|2}}/Wiki editing|Wiki editing]] (Next tutorial) <!-- ;Admin * [[/Instructor notes/]] * [[Introduction to psychology/Psy102/Tutorials/Motivation|Motivation tutorial]] (Psychology 102) --> ==External links== * [https://cogniti.canberra.edu.au/agents/6a3caf85b2fed9a95789241a/chat?k=WfY1yx6AB7yF_9XqiyYENzUBNCGfV1e2FCBodCDD2xU Chat with the motivation and emotion book chapter topic generator] (Cogniti) <noinclude>{{Motivation and emotion/Tutorials/Navigation}}</noinclude> [[Category:Motivation and emotion/Tutorials/Topic selection]] 6eqfikza0uqz4sjctj9td0pm3zvvevz 2821652 2821651 2026-08-12T08:46:39Z Jtneill 10242 /* Recording */ 2821652 wikitext text/x-wiki {{Motivation and emotion/Tutorials|Tutorial 1: Topic selection|first}} {{Motivation and emotion/Tutorials/Complete2}} <!-- {{Motivation and emotion/Tutorials/Complete2}} --> <!-- {{Motivation and emotion/Tutorials/In development}} --> <!-- {{Note|For more info, see [[Motivation and emotion/Tutorials/Introduction]]}} --> ==Overview== This tutorial: # explains how [[Motivation and emotion/Tutorials|tutorials]] work and what will be covered # shows how to select a topic for the [[Motivation and emotion/Assessment/Major project|major project]] # involves students in sharing about their selected topic or interests # demonstrates how to add a template to help scaffold the [[Motivation and emotion/Assessment/Topic|topic development]] ==Welcome== # Welcome and tutor introduction # Tutorial content typically involves: ## Discussion about, review ofm key concepts from the textbook and lecture ## Group activities that expand and explore key concepts ## Project work which develops skills for the assessment (topic development, book chapter, and exam) # Overview of [[Motivation and emotion/Tutorials|tutorial topics]] ;Virtual room tour: # Chat # Microphone (headset recommended) / webcam # Raise hand # Status and feedback # Whiteboard tools # Breakout rooms # Polls ==Icebreaker== This get-to-know-you activity provides an opportunity to meet, greet, and start exploring some examples of motivation and emotion. ;Virtual # Speedfriending: 3 minutes to meet, greet, and share about what you're looking forward to (or not) in [[motivation and emotion]] ;In-person # [[w:sociometry|sociometric]] exercise or whiteboard discussion: ## What job/career do you hope to be doing in 5 to 10 years' time? (examples of motivations) ## How have you been feeling so far today? (Mood/Emotion) (examples of emotions) <!-- Ask participants to arrange themselves in a line or groups which represent our similarities and differences in motivation and emotion. For each question: * Ask participants to introduce themselves to the people next to them / in their group. * Link the sociometric data and responses to concepts in motivation and emotion. --> ==Topic check-in and whiparound== ===Check-in=== Poll - What stage are you up to? # Huh? What do I do? # I created a Wikiversity user account # I signed up to a book topic # I have a topic and started editing # I'm all over it! ===Whiparound=== #[https://goalbookapp.com/toolkit/v/strategy/whiparound Whiparound] discussion based on each person's book chapter interests and progress. Ask each student to share: ## their name ## topic they've chosen (or what areas they are interested in) # According to each person's stage of development: ## Very briefly discuss or expand on the selected topic, suggest related resources or ideas etc. ## If students are unsure about their interests, probe what they are curious about—or at least find out, are they more interested in motivation or emotion etc.? # Key points: ## Topics are usually allocated to either motivation or emotion (with a few listed under motivation and emotion). Be aware of which broad category the selected topic fits into. ## Some topics are broader (requiring a zoomed out overview without getting too deep in the weeds) and others are narrower (requiring more comprehensive, indepth coverage). ## Broader topics can be overwhelming if there is a lot of material; an option in this case is to [[Motivation and emotion/Assessment/Selection#Negotiate a topic|negotiate]] a narrowing of the topic title and/or sub-title. ## Narrower topics for which there is a lack of sufficient literature may benefit from negotiating a broadening of the topic title and/or sub-title. ==Project tasks== ===Create a Wikiversity account=== # [[Create an account|Create an account]]: ## Register a user name and password. Include an email for password recovery. ## Edits to Wikiversity are publicly available, so choose a name that suits your privacy requirements (e.g., can be a real name, pseudonym, or student number). ## Start at http://en.wikiversity.org (English Wikiversity) - Create account (top-right) ## Or go direct to: [[Special:Userlogin/signup|create a Wikiversity user account]] # Log in (top-right) ===Topic selection=== # Topic selection is [[wikt:first in, best dressed|first in, best dressed]] # Sign up to a pre-approved topic in the {{Motivation and emotion/Book}} by: ## Clicking "Edit" or "Edit source" ## Replace "User name" alongside your topic of choice with your Wikiversity user name ## Publish the page ## Alternatively, [[Motivation and emotion/Assessment/Selection#New topics|negotiate a topic]] ===Quick start template=== # It is recommended (but not required) that you add the [[Template:Motivation and emotion/Book chapter structure|quick start template]] to the topic page. # To do this, click "Create source" or "Edit source" on the target page, paste '''[[Template:Motivation and emotion/Book chapter structure|<nowiki>{{subst:ME/BCS}}</nowiki>]]''', then Publish. ## If you get a spam filter warning it is probably because you have a new account. You can ask the tutor to add the template for you. Or publish some smaller edits first (e.g., on your user page). This helps the system learn to trust you, then try inserting the template again. ==Next steps== # Sign up for (or [[Motivation and emotion/Assessment/Selection#New topics|negotiate]]) a book chapter topic by the end of Week 2. # Draft the [[Motivation and emotion/Assessment/Topic|topic development]] which is a detailed plan for a full chapter, consisting of main headings with bullet-points about key points, on Wikiversity by the end of Week 3. ==Recording== <!-- * [ Tutorial 1] (2027) --> * [https://au-lti.bbcollab.com/recording/395cf77b086d42ab9e42266a8ad5e6f9 Tutorial 1] (2026) <!--* [https://au-lti.bbcollab.com/recording/71cf60b37faf4d40b17f9107a417e0ee Tutorial 1] (2025) * [https://au-lti.bbcollab.com/recording/81cb0a731ef44fe1ab82b529fd3a836a Tutorial 1] (2024) * [https://au-lti.bbcollab.com/recording/ace491a49cdd4d8f8441c7b357fa60dc Tutorial 1] (2023) * [https://au-lti.bbcollab.com/recording/91c93320558847a8a6717e2a0ad4b6dd Tutorial 1 recording] (2022) * [https://au-lti.bbcollab.com/recording/332ed2ad09824fb88c799b92cd64eaaa Tutorial 1 recording] (2021) --> ==See also== ; Topic selection * [[Motivation and emotion/Assessment/Selection|Topic selection guidelines]] ;Topic development * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Book/2026|Book chapter table of contents]] (2026) ;Lecture * [[Motivation and emotion/Lectures/Introduction|Introduction]] ;Tutorial * [[{{#titleparts:{{PAGENAME}}|2}}/Wiki editing|Wiki editing]] (Next tutorial) <!-- ;Admin * [[/Instructor notes/]] * [[Introduction to psychology/Psy102/Tutorials/Motivation|Motivation tutorial]] (Psychology 102) --> ==External links== * [https://cogniti.canberra.edu.au/agents/6a3caf85b2fed9a95789241a/chat?k=WfY1yx6AB7yF_9XqiyYENzUBNCGfV1e2FCBodCDD2xU Chat with the motivation and emotion book chapter topic generator] (Cogniti) <noinclude>{{Motivation and emotion/Tutorials/Navigation}}</noinclude> [[Category:Motivation and emotion/Tutorials/Topic selection]] 3nho9ui7wozgbc1zdc0lpl8u3wztvjy 2821658 2821652 2026-08-12T08:54:34Z Jtneill 10242 /* External links */ Put link in template 2821658 wikitext text/x-wiki {{Motivation and emotion/Tutorials|Tutorial 1: Topic selection|first}} {{Motivation and emotion/Tutorials/Complete2}} <!-- {{Motivation and emotion/Tutorials/Complete2}} --> <!-- {{Motivation and emotion/Tutorials/In development}} --> <!-- {{Note|For more info, see [[Motivation and emotion/Tutorials/Introduction]]}} --> ==Overview== This tutorial: # explains how [[Motivation and emotion/Tutorials|tutorials]] work and what will be covered # shows how to select a topic for the [[Motivation and emotion/Assessment/Major project|major project]] # involves students in sharing about their selected topic or interests # demonstrates how to add a template to help scaffold the [[Motivation and emotion/Assessment/Topic|topic development]] ==Welcome== # Welcome and tutor introduction # Tutorial content typically involves: ## Discussion about, review ofm key concepts from the textbook and lecture ## Group activities that expand and explore key concepts ## Project work which develops skills for the assessment (topic development, book chapter, and exam) # Overview of [[Motivation and emotion/Tutorials|tutorial topics]] ;Virtual room tour: # Chat # Microphone (headset recommended) / webcam # Raise hand # Status and feedback # Whiteboard tools # Breakout rooms # Polls ==Icebreaker== This get-to-know-you activity provides an opportunity to meet, greet, and start exploring some examples of motivation and emotion. ;Virtual # Speedfriending: 3 minutes to meet, greet, and share about what you're looking forward to (or not) in [[motivation and emotion]] ;In-person # [[w:sociometry|sociometric]] exercise or whiteboard discussion: ## What job/career do you hope to be doing in 5 to 10 years' time? (examples of motivations) ## How have you been feeling so far today? (Mood/Emotion) (examples of emotions) <!-- Ask participants to arrange themselves in a line or groups which represent our similarities and differences in motivation and emotion. For each question: * Ask participants to introduce themselves to the people next to them / in their group. * Link the sociometric data and responses to concepts in motivation and emotion. --> ==Topic check-in and whiparound== ===Check-in=== Poll - What stage are you up to? # Huh? What do I do? # I created a Wikiversity user account # I signed up to a book topic # I have a topic and started editing # I'm all over it! ===Whiparound=== #[https://goalbookapp.com/toolkit/v/strategy/whiparound Whiparound] discussion based on each person's book chapter interests and progress. Ask each student to share: ## their name ## topic they've chosen (or what areas they are interested in) # According to each person's stage of development: ## Very briefly discuss or expand on the selected topic, suggest related resources or ideas etc. ## If students are unsure about their interests, probe what they are curious about—or at least find out, are they more interested in motivation or emotion etc.? # Key points: ## Topics are usually allocated to either motivation or emotion (with a few listed under motivation and emotion). Be aware of which broad category the selected topic fits into. ## Some topics are broader (requiring a zoomed out overview without getting too deep in the weeds) and others are narrower (requiring more comprehensive, indepth coverage). ## Broader topics can be overwhelming if there is a lot of material; an option in this case is to [[Motivation and emotion/Assessment/Selection#Negotiate a topic|negotiate]] a narrowing of the topic title and/or sub-title. ## Narrower topics for which there is a lack of sufficient literature may benefit from negotiating a broadening of the topic title and/or sub-title. ==Project tasks== ===Create a Wikiversity account=== # [[Create an account|Create an account]]: ## Register a user name and password. Include an email for password recovery. ## Edits to Wikiversity are publicly available, so choose a name that suits your privacy requirements (e.g., can be a real name, pseudonym, or student number). ## Start at http://en.wikiversity.org (English Wikiversity) - Create account (top-right) ## Or go direct to: [[Special:Userlogin/signup|create a Wikiversity user account]] # Log in (top-right) ===Topic selection=== # Topic selection is [[wikt:first in, best dressed|first in, best dressed]] # Sign up to a pre-approved topic in the {{Motivation and emotion/Book}} by: ## Clicking "Edit" or "Edit source" ## Replace "User name" alongside your topic of choice with your Wikiversity user name ## Publish the page ## Alternatively, [[Motivation and emotion/Assessment/Selection#New topics|negotiate a topic]] ===Quick start template=== # It is recommended (but not required) that you add the [[Template:Motivation and emotion/Book chapter structure|quick start template]] to the topic page. # To do this, click "Create source" or "Edit source" on the target page, paste '''[[Template:Motivation and emotion/Book chapter structure|<nowiki>{{subst:ME/BCS}}</nowiki>]]''', then Publish. ## If you get a spam filter warning it is probably because you have a new account. You can ask the tutor to add the template for you. Or publish some smaller edits first (e.g., on your user page). This helps the system learn to trust you, then try inserting the template again. ==Next steps== # Sign up for (or [[Motivation and emotion/Assessment/Selection#New topics|negotiate]]) a book chapter topic by the end of Week 2. # Draft the [[Motivation and emotion/Assessment/Topic|topic development]] which is a detailed plan for a full chapter, consisting of main headings with bullet-points about key points, on Wikiversity by the end of Week 3. ==Recording== <!-- * [ Tutorial 1] (2027) --> * [https://au-lti.bbcollab.com/recording/395cf77b086d42ab9e42266a8ad5e6f9 Tutorial 1] (2026) <!--* [https://au-lti.bbcollab.com/recording/71cf60b37faf4d40b17f9107a417e0ee Tutorial 1] (2025) * [https://au-lti.bbcollab.com/recording/81cb0a731ef44fe1ab82b529fd3a836a Tutorial 1] (2024) * [https://au-lti.bbcollab.com/recording/ace491a49cdd4d8f8441c7b357fa60dc Tutorial 1] (2023) * [https://au-lti.bbcollab.com/recording/91c93320558847a8a6717e2a0ad4b6dd Tutorial 1 recording] (2022) * [https://au-lti.bbcollab.com/recording/332ed2ad09824fb88c799b92cd64eaaa Tutorial 1 recording] (2021) --> ==See also== ; Topic selection * [[Motivation and emotion/Assessment/Selection|Topic selection guidelines]] ;Topic development * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Book/2026|Book chapter table of contents]] (2026) ;Lecture * [[Motivation and emotion/Lectures/Introduction|Introduction]] ;Tutorial * [[{{#titleparts:{{PAGENAME}}|2}}/Wiki editing|Wiki editing]] (Next tutorial) <!-- ;Admin * [[/Instructor notes/]] * [[Introduction to psychology/Psy102/Tutorials/Motivation|Motivation tutorial]] (Psychology 102) --> ==External links== * Chat with the {{Motivation emotion/Generator}} (Cogniti) <noinclude>{{Motivation and emotion/Tutorials/Navigation}}</noinclude> [[Category:Motivation and emotion/Tutorials/Topic selection]] r8odn9cawk01fi5avwuaqr9k7v3ne9t 10 266440 2821644 2720562 2026-08-12T07:26:57Z Jtneill 10242 Update for 2026 2821644 wikitext text/x-wiki {{Notice|The 2026 tutorial is complete.}}<noinclude> ==See also== * [[Template:Motivation and emotion/Lectures/In development]] * [[Template:Motivation and emotion/Lectures/Complete]] * [[Template:Motivation and emotion/Tutorials/In development]] * [[Template:Motivation and emotion/Tutorials/Complete]] [[Category:Motivation and emotion/Tutorials]] [[Category:Motivation and emotion/Admin]] </noinclude> bwa3yxjclq6rz5nez18nbib09bmqxcp 0 285380 2821469 2821353 2026-08-11T14:12:37Z Young1lim 21186 /* Applications */ 2821469 wikitext text/x-wiki === Introduction === * Overview ([[Media:C01.Intro1.Overview.1.A.20170925.pdf |A.pdf]], [[Media:C01.Intro1.Overview.1.B.20170901.pdf |B.pdf]], [[Media:C01.Intro1.Overview.1.C.20170904.pdf |C.pdf]]) * Number System ([[Media:C01.Intro2.Number.1.A.20171023.pdf |A.pdf]], [[Media:C01.Intro2.Number.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro2.Number.1.C.20170914.pdf |C.pdf]]) * Memory System ([[Media:C01.Intro2.Memory.1.A.20170907.pdf |A.pdf]], [[Media:C01.Intro3.Memory.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro3.Memory.1.C.20170914.pdf |C.pdf]]) === Handling Repetition === * Control ([[Media:C02.Repeat1.Control.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat1.Control.1.B.20170918.pdf |B.pdf]], [[Media:C02.Repeat1.Control.1.C.20170926.pdf |C.pdf]]) * Loop ([[Media:C02.Repeat2.Loop.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat2.Loop.1.B.20170918.pdf |B.pdf]]) === Handling a Big Work === * Function Overview ([[Media:C03.Func1.Overview.1.A.20171030.pdf |A.pdf]], [[Media:C03.Func1.Oerview.1.B.20161022.pdf |B.pdf]]) * Functions & Variables ([[Media:C03.Func2.Variable.1.A.20161222.pdf |A.pdf]], [[Media:C03.Func2.Variable.1.B.20161222.pdf |B.pdf]]) * Functions & Pointers ([[Media:C03.Func3.Pointer.1.A.20161122.pdf |A.pdf]], [[Media:C03.Func3.Pointer.1.B.20161122.pdf |B.pdf]]) * Functions & Recursions ([[Media:C03.Func4.Recursion.1.A.20161214.pdf |A.pdf]], [[Media:C03.Func4.Recursion.1.B.20161214.pdf |B.pdf]]) === Handling Series of Data === ==== Background ==== * Background ([[Media:C04.Series0.Background.1.A.20180727.pdf |A.pdf]]) ==== Basics ==== * Pointers ([[Media:C04.S1.Pointer.1A.20240524.pdf |A.pdf]], [[Media:C04.Series2.Pointer.1.B.20161115.pdf |B.pdf]]) * Arrays ([[Media:C04.S2.Array.1A.20240514.pdf |A.pdf]], [[Media:C04.Series1.Array.1.B.20161115.pdf |B.pdf]]) * Array Pointers ([[Media:C04.S3.ArrayPointer.1A.20240208.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Multi-dimensional Arrays ([[Media:C04.Series4.MultiDim.1.A.20221130.pdf |A.pdf]], [[Media:C04.Series4.MultiDim.1.B.1111.pdf |B.pdf]]) * Array Access Methods ([[Media:C04.Series4.ArrayAccess.1.A.20190511.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Structures ([[Media:C04.Series3.Structure.1.A.20171204.pdf |A.pdf]], [[Media:C04.Series2.Structure.1.B.20161130.pdf |B.pdf]]) ==== Examples ==== * Spreadsheet Example Programs :: Example 1 ([[Media:C04.Series7.Example.1.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.1.C.20171213.pdf |C.pdf]]) :: Example 2 ([[Media:C04.Series7.Example.2.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.2.C.20171213.pdf |C.pdf]]) :: Example 3 ([[Media:C04.Series7.Example.3.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.3.C.20171213.pdf |C.pdf]]) :: Bubble Sort ([[Media:C04.Series7.BubbleSort.1.A.20171211.pdf |A.pdf]]) ==== Applications ==== * Address-of and de-reference operators ([[Media:C04.SA0.PtrOperator.1A.20260810.pdf |A.pdf]]) * Applications of Pointers ([[Media:C04.SA1.AppPointer.1A.20241121.pdf |A.pdf]]) * Applications of Arrays ([[Media:C04.SA2.AppArray.1A.20240715.pdf |A.pdf]]) * Applications of Array Pointers ([[Media:C04.SA3.AppArrayPointer.1A.20240210.pdf |A.pdf]]) * Applications of Multi-dimensional Arrays ([[Media:C04.Series4App.MultiDim.1.A.20210719.pdf |A.pdf]]) * Applications of Array Access Methods ([[Media:C04.Series9.AppArrAcess.1.A.20190511.pdf |A.pdf]]) * Applications of Structures ([[Media:C04.Series6.AppStruct.1.A.20190423.pdf |A.pdf]]) === Handling Various Kinds of Data === * Types ([[Media:C05.Data1.Type.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data1.Type.1.B.20161212.pdf |B.pdf]]) * Typecasts ([[Media:C05.Data2.TypeCast.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data2.TypeCast.1.B.20161216.pdf |A.pdf]]) * Operators ([[Media:C05.Data3.Operators.1.A.20161219.pdf |A.pdf]], [[Media:C05.Data3.Operators.1.B.20161216.pdf |B.pdf]]) * Files ([[Media:C05.Data4.File.1.A.20161124.pdf |A.pdf]], [[Media:C05.Data4.File.1.B.20161212.pdf |B.pdf]]) === Handling Low Level Operations === * Bitwise Operations ([[Media:BitOp.1.B.20161214.pdf |A.pdf]], [[Media:BitOp.1.B.20161203.pdf |B.pdf]]) * Bit Field ([[Media:BitField.1.A.20161214.pdf |A.pdf]], [[Media:BitField.1.B.20161202.pdf |B.pdf]]) * Union ([[Media:Union.1.A.20161221.pdf |A.pdf]], [[Media:Union.1.B.20161111.pdf |B.pdf]]) * Accessing IO Registers ([[Media:IO.1.A.20141215.pdf |A.pdf]], [[Media:IO.1.B.20161217.pdf |B.pdf]]) === Declarations === * Type Specifiers and Qualifiers ([[Media:C07.Spec1.Type.1.A.20171004.pdf |pdf]]) * Storage Class Specifiers ([[Media:C07.Spec2.Storage.1.A.20171009.pdf |pdf]]) * Scope === Class Notes === * TOC ([[Media:TOC.20171007.pdf |TOC.pdf]]) * Day01 ([[Media:Day01.A.20171007.pdf |A.pdf]], [[Media:Day01.B.20171209.pdf |B.pdf]], [[Media:Day01.C.20171211.pdf |C.pdf]]) ...... Introduction (1) Standard Library * Day02 ([[Media:Day02.A.20171007.pdf |A.pdf]], [[Media:Day02.B.20171209.pdf |B.pdf]], [[Media:Day02.C.20171209.pdf |C.pdf]]) ...... Introduction (2) Basic Elements * Day03 ([[Media:Day03.A.20171007.pdf |A.pdf]], [[Media:Day03.B.20170908.pdf |B.pdf]], [[Media:Day03.C.20171209.pdf |C.pdf]]) ...... Introduction (3) Numbers * Day04 ([[Media:Day04.A.20171007.pdf |A.pdf]], [[Media:Day04.B.20170915.pdf |B.pdf]], [[Media:Day04.C.20171209.pdf |C.pdf]]) ...... Structured Programming (1) Flowcharts * Day05 ([[Media:Day05.A.20171007.pdf |A.pdf]], [[Media:Day05.B.20170915.pdf |B.pdf]], [[Media:Day05.C.20171209.pdf |C.pdf]]) ...... Structured Programming (2) Conditions and Loops * Day06 ([[Media:Day06.A.20171007.pdf |A.pdf]], [[Media:Day06.B.20170923.pdf |B.pdf]], [[Media:Day06.C.20171209.pdf |C.pdf]]) ...... Program Control * Day07 ([[Media:Day07.A.20171007.pdf |A.pdf]], [[Media:Day07.B.20170926.pdf |B.pdf]], [[Media:Day07.C.20171209.pdf |C.pdf]]) ...... Function (1) Definitions * Day08 ([[Media:Day08.A.20171028.pdf |A.pdf]], [[Media:Day08.B.20171016.pdf |B.pdf]], [[Media:Day08.C.20171209.pdf |C.pdf]]) ...... Function (2) Storage Class and Scope * Day09 ([[Media:Day09.A.20171007.pdf |A.pdf]], [[Media:Day09.B.20171017.pdf |B.pdf]], [[Media:Day09.C.20171209.pdf |C.pdf]]) ...... Function (3) Recursion * Day10 ([[Media:Day10.A.20171209.pdf |A.pdf]], [[Media:Day10.B.20171017.pdf |B.pdf]], [[Media:Day10.C.20171209.pdf |C.pdf]]) ...... Arrays (1) Definitions * Day11 ([[Media:Day11.A.20171024.pdf |A.pdf]], [[Media:Day11.B.20171017.pdf |B.pdf]], [[Media:Day11.C.20171212.pdf |C.pdf]]) ...... Arrays (2) Applications * Day12 ([[Media:Day12.A.20171024.pdf |A.pdf]], [[Media:Day12.B.20171020.pdf |B.pdf]], [[Media:Day12.C.20171209.pdf |C.pdf]]) ...... Pointers (1) Definitions * Day13 ([[Media:Day13.A.20171025.pdf |A.pdf]], [[Media:Day13.B.20171024.pdf |B.pdf]], [[Media:Day13.C.20171209.pdf |C.pdf]]) ...... Pointers (2) Applications * Day14 ([[Media:Day14.A.20171226.pdf |A.pdf]], [[Media:Day14.B.20171101.pdf |B.pdf]], [[Media:Day14.C.20171209.pdf |C.pdf]]) ...... C String (1) * Day15 ([[Media:Day15.A.20171209.pdf |A.pdf]], [[Media:Day15.B.20171124.pdf |B.pdf]], [[Media:Day15.C.20171209.pdf |C.pdf]]) ...... C String (2) * Day16 ([[Media:Day16.A.20171208.pdf |A.pdf]], [[Media:Day16.B.20171114.pdf |B.pdf]], [[Media:Day16.C.20171209.pdf |C.pdf]]) ...... C Formatted IO * Day17 ([[Media:Day17.A.20171031.pdf |A.pdf]], [[Media:Day17.B.20171111.pdf |B.pdf]], [[Media:Day17.C.20171209.pdf |C.pdf]]) ...... Structure (1) Definitions * Day18 ([[Media:Day18.A.20171206.pdf |A.pdf]], [[Media:Day18.B.20171128.pdf |B.pdf]], [[Media:Day18.C.20171212.pdf |C.pdf]]) ...... Structure (2) Applications * Day19 ([[Media:Day19.A.20171205.pdf |A.pdf]], [[Media:Day19.B.20171121.pdf |B.pdf]], [[Media:Day19.C.20171209.pdf |C.pdf]]) ...... Union, Bitwise Operators, Enum * Day20 ([[Media:Day20.A.20171205.pdf |A.pdf]], [[Media:Day20.B.20171201.pdf |B.pdf]], [[Media:Day20.C.20171212.pdf |C.pdf]]) ...... Linked List * Day21 ([[Media:Day21.A.20171206.pdf |A.pdf]], [[Media:Day21.B.20171208.pdf |B.pdf]], [[Media:Day21.C.20171212.pdf |C.pdf]]) ...... File Processing * Day22 ([[Media:Day22.A.20171212.pdf |A.pdf]], [[Media:Day22.B.20171213.pdf |B.pdf]], [[Media:Day22.C.20171212.pdf |C.pdf]]) ...... Preprocessing <!----------------------------------------------------------------------> </br> See also https://cprogramex.wordpress.com/ == '''Old Materials '''== until 201201 * Intro.Overview.1.A ([[Media:C.Intro.Overview.1.A.20120107.pdf |pdf]]) * Intro.Memory.1.A ([[Media:C.Intro.Memory.1.A.20120107.pdf |pdf]]) * Intro.Number.1.A ([[Media:C.Intro.Number.1.A.20120107.pdf |pdf]]) * Repeat.Control.1.A ([[Media:C.Repeat.Control.1.A.20120109.pdf |pdf]]) * Repeat.Loop.1.A ([[Media:C.Repeat.Loop.1.A.20120113.pdf |pdf]]) * Work.Function.1.A ([[Media:C.Work.Function.1.A.20120117.pdf |pdf]]) * Work.Scope.1.A ([[Media:C.Work.Scope.1.A.20120117.pdf |pdf]]) * Series.Array.1.A ([[Media:Series.Array.1.A.20110718.pdf |pdf]]) * Series.Pointer.1.A ([[Media:Series.Pointer.1.A.20110719.pdf |pdf]]) * Series.Structure.1.A ([[Media:Series.Structure.1.A.20110805.pdf |pdf]]) * Data.Type.1.A ([[Media:C05.Data2.TypeCast.1.A.20130813.pdf |pdf]]) * Data.TypeCast.1.A ([[Media:Data.TypeCast.1.A.pdf |pdf]]) * Data.Operators.1.A ([[Media:Data.Operators.1.A.20110712.pdf |pdf]]) <br> until 201107 * Intro.1.A ([[Media:Intro.1.A.pdf |pdf]]) * Control.1.A ([[Media:Control.1.A.20110706.pdf |pdf]]) * Iteration.1.A ([[Media:Iteration.1.A.pdf |pdf]]) * Function.1.A ([[Media:Function.1.A.20110705.pdf |pdf]]) * Variable.1.A ([[Media:Variable.1.A.20110708.pdf |pdf]]) * Operators.1.A ([[Media:Operators.1.A.20110712.pdf |pdf]]) * Pointer.1.A ([[Media:Pointer.1.A.pdf |pdf]]) * Pointer.2.A ([[Media:Pointer.2.A.pdf |pdf]]) * Array.1.A ([[Media:Array.1.A.pdf |pdf]]) * Type.1.A ([[Media:Type.1.A.pdf |pdf]]) * Structure.1.A ([[Media:Structure.1.A.pdf |pdf]]) go to [ [[C programming in plain view]] ] [[Category:C programming language]] </br> bnrx6asqgk3c7mk37kf8swnoaiu9jqm 2821471 2821469 2026-08-11T14:13:51Z Young1lim 21186 /* Applications */ 2821471 wikitext text/x-wiki === Introduction === * Overview ([[Media:C01.Intro1.Overview.1.A.20170925.pdf |A.pdf]], [[Media:C01.Intro1.Overview.1.B.20170901.pdf |B.pdf]], [[Media:C01.Intro1.Overview.1.C.20170904.pdf |C.pdf]]) * Number System ([[Media:C01.Intro2.Number.1.A.20171023.pdf |A.pdf]], [[Media:C01.Intro2.Number.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro2.Number.1.C.20170914.pdf |C.pdf]]) * Memory System ([[Media:C01.Intro2.Memory.1.A.20170907.pdf |A.pdf]], [[Media:C01.Intro3.Memory.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro3.Memory.1.C.20170914.pdf |C.pdf]]) === Handling Repetition === * Control ([[Media:C02.Repeat1.Control.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat1.Control.1.B.20170918.pdf |B.pdf]], [[Media:C02.Repeat1.Control.1.C.20170926.pdf |C.pdf]]) * Loop ([[Media:C02.Repeat2.Loop.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat2.Loop.1.B.20170918.pdf |B.pdf]]) === Handling a Big Work === * Function Overview ([[Media:C03.Func1.Overview.1.A.20171030.pdf |A.pdf]], [[Media:C03.Func1.Oerview.1.B.20161022.pdf |B.pdf]]) * Functions & Variables ([[Media:C03.Func2.Variable.1.A.20161222.pdf |A.pdf]], [[Media:C03.Func2.Variable.1.B.20161222.pdf |B.pdf]]) * Functions & Pointers ([[Media:C03.Func3.Pointer.1.A.20161122.pdf |A.pdf]], [[Media:C03.Func3.Pointer.1.B.20161122.pdf |B.pdf]]) * Functions & Recursions ([[Media:C03.Func4.Recursion.1.A.20161214.pdf |A.pdf]], [[Media:C03.Func4.Recursion.1.B.20161214.pdf |B.pdf]]) === Handling Series of Data === ==== Background ==== * Background ([[Media:C04.Series0.Background.1.A.20180727.pdf |A.pdf]]) ==== Basics ==== * Pointers ([[Media:C04.S1.Pointer.1A.20240524.pdf |A.pdf]], [[Media:C04.Series2.Pointer.1.B.20161115.pdf |B.pdf]]) * Arrays ([[Media:C04.S2.Array.1A.20240514.pdf |A.pdf]], [[Media:C04.Series1.Array.1.B.20161115.pdf |B.pdf]]) * Array Pointers ([[Media:C04.S3.ArrayPointer.1A.20240208.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Multi-dimensional Arrays ([[Media:C04.Series4.MultiDim.1.A.20221130.pdf |A.pdf]], [[Media:C04.Series4.MultiDim.1.B.1111.pdf |B.pdf]]) * Array Access Methods ([[Media:C04.Series4.ArrayAccess.1.A.20190511.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Structures ([[Media:C04.Series3.Structure.1.A.20171204.pdf |A.pdf]], [[Media:C04.Series2.Structure.1.B.20161130.pdf |B.pdf]]) ==== Examples ==== * Spreadsheet Example Programs :: Example 1 ([[Media:C04.Series7.Example.1.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.1.C.20171213.pdf |C.pdf]]) :: Example 2 ([[Media:C04.Series7.Example.2.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.2.C.20171213.pdf |C.pdf]]) :: Example 3 ([[Media:C04.Series7.Example.3.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.3.C.20171213.pdf |C.pdf]]) :: Bubble Sort ([[Media:C04.Series7.BubbleSort.1.A.20171211.pdf |A.pdf]]) ==== Applications ==== * Address-of and de-reference operators ([[Media:C04.SA0.PtrOperator.1A.20260811.pdf |A.pdf]]) * Applications of Pointers ([[Media:C04.SA1.AppPointer.1A.20241121.pdf |A.pdf]]) * Applications of Arrays ([[Media:C04.SA2.AppArray.1A.20240715.pdf |A.pdf]]) * Applications of Array Pointers ([[Media:C04.SA3.AppArrayPointer.1A.20240210.pdf |A.pdf]]) * Applications of Multi-dimensional Arrays ([[Media:C04.Series4App.MultiDim.1.A.20210719.pdf |A.pdf]]) * Applications of Array Access Methods ([[Media:C04.Series9.AppArrAcess.1.A.20190511.pdf |A.pdf]]) * Applications of Structures ([[Media:C04.Series6.AppStruct.1.A.20190423.pdf |A.pdf]]) === Handling Various Kinds of Data === * Types ([[Media:C05.Data1.Type.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data1.Type.1.B.20161212.pdf |B.pdf]]) * Typecasts ([[Media:C05.Data2.TypeCast.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data2.TypeCast.1.B.20161216.pdf |A.pdf]]) * Operators ([[Media:C05.Data3.Operators.1.A.20161219.pdf |A.pdf]], [[Media:C05.Data3.Operators.1.B.20161216.pdf |B.pdf]]) * Files ([[Media:C05.Data4.File.1.A.20161124.pdf |A.pdf]], [[Media:C05.Data4.File.1.B.20161212.pdf |B.pdf]]) === Handling Low Level Operations === * Bitwise Operations ([[Media:BitOp.1.B.20161214.pdf |A.pdf]], [[Media:BitOp.1.B.20161203.pdf |B.pdf]]) * Bit Field ([[Media:BitField.1.A.20161214.pdf |A.pdf]], [[Media:BitField.1.B.20161202.pdf |B.pdf]]) * Union ([[Media:Union.1.A.20161221.pdf |A.pdf]], [[Media:Union.1.B.20161111.pdf |B.pdf]]) * Accessing IO Registers ([[Media:IO.1.A.20141215.pdf |A.pdf]], [[Media:IO.1.B.20161217.pdf |B.pdf]]) === Declarations === * Type Specifiers and Qualifiers ([[Media:C07.Spec1.Type.1.A.20171004.pdf |pdf]]) * Storage Class Specifiers ([[Media:C07.Spec2.Storage.1.A.20171009.pdf |pdf]]) * Scope === Class Notes === * TOC ([[Media:TOC.20171007.pdf |TOC.pdf]]) * Day01 ([[Media:Day01.A.20171007.pdf |A.pdf]], [[Media:Day01.B.20171209.pdf |B.pdf]], [[Media:Day01.C.20171211.pdf |C.pdf]]) ...... Introduction (1) Standard Library * Day02 ([[Media:Day02.A.20171007.pdf |A.pdf]], [[Media:Day02.B.20171209.pdf |B.pdf]], [[Media:Day02.C.20171209.pdf |C.pdf]]) ...... Introduction (2) Basic Elements * Day03 ([[Media:Day03.A.20171007.pdf |A.pdf]], [[Media:Day03.B.20170908.pdf |B.pdf]], [[Media:Day03.C.20171209.pdf |C.pdf]]) ...... Introduction (3) Numbers * Day04 ([[Media:Day04.A.20171007.pdf |A.pdf]], [[Media:Day04.B.20170915.pdf |B.pdf]], [[Media:Day04.C.20171209.pdf |C.pdf]]) ...... Structured Programming (1) Flowcharts * Day05 ([[Media:Day05.A.20171007.pdf |A.pdf]], [[Media:Day05.B.20170915.pdf |B.pdf]], [[Media:Day05.C.20171209.pdf |C.pdf]]) ...... Structured Programming (2) Conditions and Loops * Day06 ([[Media:Day06.A.20171007.pdf |A.pdf]], [[Media:Day06.B.20170923.pdf |B.pdf]], [[Media:Day06.C.20171209.pdf |C.pdf]]) ...... Program Control * Day07 ([[Media:Day07.A.20171007.pdf |A.pdf]], [[Media:Day07.B.20170926.pdf |B.pdf]], [[Media:Day07.C.20171209.pdf |C.pdf]]) ...... Function (1) Definitions * Day08 ([[Media:Day08.A.20171028.pdf |A.pdf]], [[Media:Day08.B.20171016.pdf |B.pdf]], [[Media:Day08.C.20171209.pdf |C.pdf]]) ...... Function (2) Storage Class and Scope * Day09 ([[Media:Day09.A.20171007.pdf |A.pdf]], [[Media:Day09.B.20171017.pdf |B.pdf]], [[Media:Day09.C.20171209.pdf |C.pdf]]) ...... Function (3) Recursion * Day10 ([[Media:Day10.A.20171209.pdf |A.pdf]], [[Media:Day10.B.20171017.pdf |B.pdf]], [[Media:Day10.C.20171209.pdf |C.pdf]]) ...... Arrays (1) Definitions * Day11 ([[Media:Day11.A.20171024.pdf |A.pdf]], [[Media:Day11.B.20171017.pdf |B.pdf]], [[Media:Day11.C.20171212.pdf |C.pdf]]) ...... Arrays (2) Applications * Day12 ([[Media:Day12.A.20171024.pdf |A.pdf]], [[Media:Day12.B.20171020.pdf |B.pdf]], [[Media:Day12.C.20171209.pdf |C.pdf]]) ...... Pointers (1) Definitions * Day13 ([[Media:Day13.A.20171025.pdf |A.pdf]], [[Media:Day13.B.20171024.pdf |B.pdf]], [[Media:Day13.C.20171209.pdf |C.pdf]]) ...... Pointers (2) Applications * Day14 ([[Media:Day14.A.20171226.pdf |A.pdf]], [[Media:Day14.B.20171101.pdf |B.pdf]], [[Media:Day14.C.20171209.pdf |C.pdf]]) ...... C String (1) * Day15 ([[Media:Day15.A.20171209.pdf |A.pdf]], [[Media:Day15.B.20171124.pdf |B.pdf]], [[Media:Day15.C.20171209.pdf |C.pdf]]) ...... C String (2) * Day16 ([[Media:Day16.A.20171208.pdf |A.pdf]], [[Media:Day16.B.20171114.pdf |B.pdf]], [[Media:Day16.C.20171209.pdf |C.pdf]]) ...... C Formatted IO * Day17 ([[Media:Day17.A.20171031.pdf |A.pdf]], [[Media:Day17.B.20171111.pdf |B.pdf]], [[Media:Day17.C.20171209.pdf |C.pdf]]) ...... Structure (1) Definitions * Day18 ([[Media:Day18.A.20171206.pdf |A.pdf]], [[Media:Day18.B.20171128.pdf |B.pdf]], [[Media:Day18.C.20171212.pdf |C.pdf]]) ...... Structure (2) Applications * Day19 ([[Media:Day19.A.20171205.pdf |A.pdf]], [[Media:Day19.B.20171121.pdf |B.pdf]], [[Media:Day19.C.20171209.pdf |C.pdf]]) ...... Union, Bitwise Operators, Enum * Day20 ([[Media:Day20.A.20171205.pdf |A.pdf]], [[Media:Day20.B.20171201.pdf |B.pdf]], [[Media:Day20.C.20171212.pdf |C.pdf]]) ...... Linked List * Day21 ([[Media:Day21.A.20171206.pdf |A.pdf]], [[Media:Day21.B.20171208.pdf |B.pdf]], [[Media:Day21.C.20171212.pdf |C.pdf]]) ...... File Processing * Day22 ([[Media:Day22.A.20171212.pdf |A.pdf]], [[Media:Day22.B.20171213.pdf |B.pdf]], [[Media:Day22.C.20171212.pdf |C.pdf]]) ...... Preprocessing <!----------------------------------------------------------------------> </br> See also https://cprogramex.wordpress.com/ == '''Old Materials '''== until 201201 * Intro.Overview.1.A ([[Media:C.Intro.Overview.1.A.20120107.pdf |pdf]]) * Intro.Memory.1.A ([[Media:C.Intro.Memory.1.A.20120107.pdf |pdf]]) * Intro.Number.1.A ([[Media:C.Intro.Number.1.A.20120107.pdf |pdf]]) * Repeat.Control.1.A ([[Media:C.Repeat.Control.1.A.20120109.pdf |pdf]]) * Repeat.Loop.1.A ([[Media:C.Repeat.Loop.1.A.20120113.pdf |pdf]]) * Work.Function.1.A ([[Media:C.Work.Function.1.A.20120117.pdf |pdf]]) * Work.Scope.1.A ([[Media:C.Work.Scope.1.A.20120117.pdf |pdf]]) * Series.Array.1.A ([[Media:Series.Array.1.A.20110718.pdf |pdf]]) * Series.Pointer.1.A ([[Media:Series.Pointer.1.A.20110719.pdf |pdf]]) * Series.Structure.1.A ([[Media:Series.Structure.1.A.20110805.pdf |pdf]]) * Data.Type.1.A ([[Media:C05.Data2.TypeCast.1.A.20130813.pdf |pdf]]) * Data.TypeCast.1.A ([[Media:Data.TypeCast.1.A.pdf |pdf]]) * Data.Operators.1.A ([[Media:Data.Operators.1.A.20110712.pdf |pdf]]) <br> until 201107 * Intro.1.A ([[Media:Intro.1.A.pdf |pdf]]) * Control.1.A ([[Media:Control.1.A.20110706.pdf |pdf]]) * Iteration.1.A ([[Media:Iteration.1.A.pdf |pdf]]) * Function.1.A ([[Media:Function.1.A.20110705.pdf |pdf]]) * Variable.1.A ([[Media:Variable.1.A.20110708.pdf |pdf]]) * Operators.1.A ([[Media:Operators.1.A.20110712.pdf |pdf]]) * Pointer.1.A ([[Media:Pointer.1.A.pdf |pdf]]) * Pointer.2.A ([[Media:Pointer.2.A.pdf |pdf]]) * Array.1.A ([[Media:Array.1.A.pdf |pdf]]) * Type.1.A ([[Media:Type.1.A.pdf |pdf]]) * Structure.1.A ([[Media:Structure.1.A.pdf |pdf]]) go to [ [[C programming in plain view]] ] [[Category:C programming language]] </br> 3r0apfmpryzxxba7z03bxodlxijenvx 0 285854 2821660 2821283 2026-08-12T08:56:26Z Jtneill 10242 Update link 2821660 wikitext text/x-wiki {{title|Topic selection — Guidelines}} <!--<div style="text-align: center;">''Select major project topic'' --> <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---> <!-- {{countdown |year = 2024 |month = 08 |day = 04 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} --> <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester {{:Motivation and emotion/Assessment/Chapter/Contents}}</div> --> {{TOCright}} ==Overview== <!-- * Weight: 0% * Due: {{/Due}} * Ungraded early assessment exercise * Tasks --> # [[Special:CreateAccount|Create a Wikiversity account]] # Sign up to (or negotiate) an approved topic for the [[Motivation and emotion/Assessment/Major project|major project]] — see {{Motivation and emotion/Book}} # Ask clarifying questions # ⤿ The selected topic will be used for the [[Motivation and emotion/Assessment/Topic|topic development]] and [[Motivation and emotion/Assessment/Chapter|book chapter]]. ==[[Special:CreateAccount|Create a Wikiversity account]]== * All user names start with a capital letter * Can use your real name, pseudonym, student number, and so on ==Sign up to a topic== '''Pre-approved topics''' are listed in the {{Motivation and emotion/Book}} * '''How to sign up''': ** Click "Edit" or "Edit source". ** Replace "[[User:User Name|User Name]]" alongside the topic of interest with your Wikiversity user name. ** Click "Publish". <!-- * Conduct an initial literature search. If the topic is too broad or narrow, it may be difficult to satisfy the [[#Marking criteria|marking criteria]] --> * To modify a pre-approved topic, email a revised title and sub-title to the [[Motivation and emotion/About/Staff|unit convener]]. * You can change the topic you are assigned to by editing the table of contents page and moving your username from the current topic to a topic which does not have an assigned author. <!-- * More topics will be added, but students are also encouraged to propose topics --> ==Negotiate a topic== '''New or modified topics''' must be approved by the [[Motivation and emotion/About/Staff|unit convener]]. * Ways to get some ideas: ** Chat with the {{Motivation emotion/Generator}} (Cogniti) ** Look through chapters written in [[Motivation and emotion/Book|previous years]] ** Check out [[Motivation and emotion/Book/Ideas for topics|similar projects]] on the internet * New topics must: ** '''Be unique''': The topic must not already be sufficiently covered by a [[Motivation and emotion/Book|previous motivation and motivation book chapter]]. Search before making a proposal. How does the proposed topic build on, or differ from, previous work? ** '''Align with the project theme''': Topic must be related to related to [[motivation]] or [[emotion]] and fit the overarching book theme which is to ''help people to understand and improve their motivational and emotional lives using psychological science''. ** '''Have appropriate scope''': If the topic is too narrow, or if there is a lack of psychological theory and research, it will be difficult to satisfy the [[#Marking criteria|marking criteria]]. If the topic is too broad, it will be unwieldy and lack sufficiently focused applicability. * To propose a new topic, email the [[Motivation and emotion/About/Staff|unit convener]] with these details: ** Title ** Sub-title (in the form of an [[w:Open-ended question|open-ended question]]) — see [[Motivation and emotion/Book|examples]] ** Wikiversity user name ** Details of any related previous book chapter topics (check via this [[Motivation and emotion/Book|search box]]) ==Ask clarifying questions== * What questions could you ask to help you to successfully tackle the major project? * Where and how could you ask these questions to optimise quality and quantity of feedback? <!-- ==Marking and feedback== * No marks * Feedback will be provided to: ** Approve topic selection ** Respond to student questions ** Provide suggestions * Feedback will be available via {{Motivation and emotion/Canvas}} before the [[Motivation and emotion/Assessment/Topic|topic development]] due date * Follow up if you don't understand the feedback ==Extensions and late submissions== * No extensions or late submissions * If you don't submit, go ahead and sign up to an approved topic, and move on to the [[Motivation and emotion/Assessment/Topic|topic development exercise]] ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Select an appropriate, unique, specific motivation or emotion topic for the major project |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- | style="width:40%;" | '''Graduate attribute''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Be professional — communicate effectively | style="vertical-align:top;" | Communicate by signing up to a topic, submitting for approval, and asking clarifying questions |- | style="vertical-align:top;" | Be professional — display initiative and drive, and use organisation skills to plan and manage workload | style="vertical-align:top;" | Get organised by selecting a topic |- | style="vertical-align:top;" | Be a lifelong learner — evaluate and adopt new technology | style="vertical-align:top;" | Create a Wikiversity account and make at least 1 edit by signing up to a topic |} --> ==See also== * [[Motivation and emotion/Tutorials/Topic selection|Tutorial 1: Topic selection]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Selection| ]] hbs1lrpl2olm2yzcxj2ai89ih0b53ur 0 295714 2821662 2820824 2026-08-12T08:57:46Z Jtneill 10242 Update link 2821662 wikitext text/x-wiki <noinclude>{{title|Using generative AI guidelines}} __TOC__ <noinclude>==In a nutshell==</noinclude> [[File:Astrocyte (NIH BioArt 40 - 627579).png|80px|right]] * '''[https://www.canberra.edu.au/about-uc/l-and-t/genai-and-assessment-at-uc Permitted]''' - The ethical use of GenAI is allowed in completing the [[Motivation and emotion/Assessment/Topic|topic development]] and [[Motivation and emotion/Assessment/Chapter|book chapter]]. * '''[https://www.canberra.edu.au/about-uc/l-and-t/genai-and-assessment-at-uc Restricted]''' - The use of GenAI is NOT allowed in completing the [[Motivation and emotion/Assessment/Exam|exam]]. To use genAI appropriately: * Acknowledge genAI use in [[Wikiversity:FAQ/Editing/Edit summary| Wikiversity edit summaries]]. * [[w:Fact-checking|Fact-check]]. * Only cite sources you consult. * Human-rewrite to enhance quality.<includeonly> * [[Motivation and emotion/Assessment/Using generative AI|More detail ...]]</includeonly><noinclude> ==Summary== [[w:Generative AI|Generative artificial intelligence]] (genAI) use is '''permitted''' for the [[Motivation and emotion/Assessment/Major project|major project]] (topic development and book chapter) and '''restricted''' for the [[Motivation and emotion/Assessment/Exam|exam]]. GenAI tools can help brainstorm, explain concepts, develop a structure, synthesise ideas, and improve the quality of written expression. GenAI tools can aid, but should not replace, independent thinking and reading of primary sources. Acknowledge genAI use in [[Wikiversity:FAQ/Editing/Edit summary|Wikiversity edit summaries]]. Academia is based on transparency. Follow the principle that "''more acknowledgment is better than less''". However, acknowledgement is not required for using the {{Motivation emotion/Generator}} (Cogniti), Studiosity Writing Feedback+, or for low-level tasks such as improving spelling and grammar. You are responsible for content you submit. Be aware of limitations of genAI tools such as inaccuracies, biases, and incomplete content. Fact-check all claims and only cite peer-reviewed citations which you consulted. The best results are obtained from genAI tools through carefully crafted prompting based on reading of primary sources, with human rewriting to enhance quality. If you are unsure, post to [[Motivation and emotion/About/Discussion|discussions]], so we can all learn together. ==Detailed guidelines== [[File:Deeply engrossed in puzzle.png|thumb|220x220px|'''Figure 1'''. <!-- An image of an elderly woman deeply engrossed in her daily crossword puzzle. -->This image was generated by [[Motivation and emotion|Motivation and Emotion]] student [[User:JorjaFive|JorjaFive]] using [[w:Midjourney|Midjourney]] and uploaded to [[commons:|Wikimedia Commons]] for use in the [[Motivation and emotion/Book/2023/Flourishing in the elderly|flourishing in the elderly]] chapter.]] ===Use ethically, with caution=== Learning to use genAI tools (such as [[w:ChatGPT|ChatGPT]], [[w:Claude (language model)|Claude]], [[w:Gemini (chatbot)|Gemini]], and [[w:Microsoft Copilot|Microsoft Copilot]]) responsibly and ethically is an emerging skill. GenAI tools can be used to enhance academic work, but should be used judiciously, as a supplementary tool, rather than as a replacement for independent thinking and academic inquiry. GenAI tools may be used to assist in preparation of the major project ([[Motivation and emotion/Assessment/Topic|topic development]] and [[Motivation and emotion/Assessment/Chapter|book chapter]]). These tools can include the Cogniti book chapter topic generator, Studiosity Writing Feedback+, and frontier models. ===How to use=== Recommended uses of genAI tools include: * brainstorming * explaining key concepts * developing a structure * synthesising complex ideas * rephrasing to improve [[Motivation and emotion/Assessment/Chapter/Readability|readability]] and quality of written expression * correcting spelling and grammar * image generation (e.g., see Figure 1) * scenario development * critical feedback and suggestions for improvement ===How to acknowledge=== [[File:Wikipedia Edit Summary dialog in VisualEditor.png|thumb|450px|'''Figure 2'''. If contributing genAI content, include the tool and prompt details in the edit summary, with a link to the conversation]] [[File:Edit summary for genAI content.png|thumb|450px|'''Figure 3'''. Example page history which demonstrates best practice edit summaries for contributing and revising genAI content]] Use of GenAI tools must be clearly acknowledged in [[Wikiversity:FAQ/Editing/Edit summary|Wikiversity edit summaries]] (e.g., see Figure 2), otherwise it is a violation of academic integrity. Best practice is to include a publicly accessible link to the chatbot conversation (e.g., [https://help.openai.com/en/articles/7925741-chatgpt-shared-links-faq ChatGPT shared links FAQ]). If a link can't be shared, then provide details about the tool and the prompt in the [[Wikiversity:FAQ/Editing/Edit summary|edit summary]], (e.g., "ChatGPT May 24 2025 Version. ''Prompt detail or summary''") (see Figure 3). The chatbot conversation should ''not'' be used as a citation and listed in the references because it is not a reliable, primary, peer-reviewed source. These practices help to ensure that the use of genAI is clear. Transparency is key to good practice in academia. If in doubt, err on the side of providing acknowledgement. However, there is no need to acknowledge genAI use of the Cogniti book chapter topic generator, Studiosity Writing Feedback+, or for low-level tasks such as fixing grammar and spelling. ===Limitations=== Be aware of the limitations of genAI tools. Content they generate may be inaccurate, biased, incomplete, or otherwise problematic. Minimal effort reading and prompting will yield low quality results. Refine prompts based on critical reading and thinking to get better outcomes. You are entirely responsible for the accuracy and quality of any content you submit. ===Fact-check and cite=== Always fact-check. Regardless of whether genAI has been used, all claims need to be supported by verified peer-reviewed citations which you have consulted. Guide and craft genAI responses based on your reading of peer-reviewed theory and research. Low-energy or unreflective reuse of genAI text without further investigation and human-writing based on reviewing primary, peer-reviewed academic literature is likely to lead to a poor quality result. [https://www.seangoedecke.com/llms-reward-expertise GenAI tools work best for topics which you already understand]. ==Learning and sharing== * Despite these warnings, you are encouraged to explore use of genAI tools to help enhance your knowledge, skills, and develop higher quality work. * Using genAI in academia and education is rapidly evolving. Expect to experiment, make mistakes, and learn along the way. * If you are unsure about how to use genAI effectively or how to acknowledge its use appropriately, ask in [[Motivation and emotion/About/Discussion|discussions]], so we can all learn together. * One way of making [[Motivation and emotion/Wikiversity/Social contributions|social contributions]] is to help others by sharing your comments, questions, experiences, tools, prompts, outputs, and so on, in [[Motivation and emotion/About/Discussion|discussions]]. ==Example== * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2025/Affiliation_motivation_across_cultures&action=history Affiliation and motivation] (Book chapter, 2025) ==See also== * [[b:Wikibooks:Artificial Intelligence|Wikibooks:Artificial Intelligence]] (policy) * [[w:Wikipedia:Large language models|Wikipedia:Large language models]] (information page) * [[Wikiversity:Artificial intelligence|Wikiversity:Artificial intelligence]] (policy) ==External links== * [https://canberra.libguides.com/genai GenAI for students] (University of Canberra Library) * [https://techcrunch.com/2024/06/01/what-is-ai-how-does-ai-work/ WTF is AI?] provides a useful introduction and non-technical overview about how genAI works, what it is capable of, limitations, and issues [[Category:Motivation and emotion/Assessment]] [[Category:Generative artificial intelligence]] </noinclude> jdmvpnc6ukulm2lk4iozwccv9beme4d 0 302265 2821491 2800214 2026-08-11T21:10:27Z MTitleman 2995549 /* Implications of the Works of E. T. Whittaker */ 2821491 wikitext text/x-wiki {{DISPLAYTITLE:WikiJournal Preprints/The Duality of Whittaker Potential Theory: Fundamental Representations of Electromagnetism and Gravity, and Their Orthogonality}} {{DISPLAYTITLE:WikiJournal Preprints/The Duality of Whittaker Potential Theory: Fundamental Representations of Electromagnetism and Gravity, and Their Orthogonality}} {{DISPLAYTITLE:WikiJournal Preprints/The Duality of Whittaker Potential Theory: Fundamental Representations of Electromagnetism and Gravity, and Their Orthogonality}} {{Article info | journal = WikiJournal Preprints <!-- WikiJournal of Medicine, Science, or Humanities --> | last1 = Titleman | orcid1 = | first1 = Mark | et_al = <!-- if there are >9 authors, hyperlink to the list here --> | affiliation1 = | correspondence1 = | correspondence = email@address.com | keywords = <!-- up to 6 keywords --> | license = <!-- default is CC-BY --> | abstract = E. T. Whittaker produced two papers in 1903 and 1904 that, although sometimes considered mere mathematical statements (Barrett, 1993), held important implications for physical theory. The Whittaker 1903 paper united electrostatic and gravitational attraction as resulting from longitudinal waves – waves whose wavefronts propagate parallel to their direction. The Whittaker 1904 paper showed that electromagnetic waves resulted from the interference of two such longitudinal waves or scalar potential functions. Although unexplored, the implications of these papers are profound: gravitational lensing, gravitational waves, the Aharonov-Bohm effect, the existence of a hyperspace above or behind normal space, the elimination of gravitational and point charge singularities, MOND, and the expansion of the universe. This last implication can be related to the recent finding that black holes with posited vacuum energy interior solutions alongside cosmological boundaries have a cosmological coupling constant of k=3, meaning that black holes gain mass-proportional to a³ in a parameterization equation within a Robertson-Walker cosmology and are a cosmological accelerated expansion species (Farrah et al., 2023). This expansion and many features of General Relativity can be explained by the mass-proportionality and preferred direction of the longitudinal waves within the two underlying non-local Whittaker potentials (Titleman, 2022). Expansion of the universe is produced as longitudinal motion within the Whittaker potentials only when dynamic electromagnetism is separate from time-static gravity in intergalactic space. }} ==Introduction== Modern theories of gravity have faced several unresolved difficulties such as unexplained expansion, failure to adhere to predicted galactic rotations curves, the existence of unphysical gravitational singularities, and incompatibility with Quantum theory. It is thus useful to assess older classical theories of gravity that overtly or implicitly offered several features of Relativity. E. T. Whittaker's 1903 paper on partial differential equations anticipated General Relativity in many ways by proposing an undulatory theory of gravity and a static gravitational field resulting from propagating effects – the field is the result of electromagnetic processes. Whittaker’s 1904 paper on two scalar potential functions showed that the electromagnetic four-potential of Relativity overlooked other forms of electromagnetic potential. Even though no action could be set up for computing local physical processes, Whittaker potential theory foresaw the Aharonov-Bohm effect and could be used to replace Dirac spinors in the Dirac equation (Ruse, 1937). What the cautious Whittaker considered an “undulatory theory” could in fact explain several features of Relativity in addition to MOND. For example, gravitational lensing can be understood as resulting from the preferred direction of the non-local potentials and their mass-proportionality (Titleman, 2022). Finally, due to the dynamic longitudinal motion in the z-axis being additive, Whittaker potential theory can also provide a simple explanation for expansion of the universe - it is merely dynamic light decoupled from static gravity and can only be produced intergalactically. == Whittaker Potential Theory == E. T. Whittaker's 1903 paper on partial differential equations found a harmonic solution (oscillatory) to the amenable central equations of calculus in three dimensions: the wave equation and the more specific Laplace equation. Both potentials could be analysed into simple plane waves, bringing new unity to potential theory, inviting the possibility of new physical phenomena, and implying the modern notion that calculus alone is insufficient as a physical theory. The question of whether potentials – the second derivative of which produces force fields – are real is irrelevant to such possibilities and their confirmation via other observational data and new mathematical techniques. Whittaker considered “gravitation and electrostatic attraction explained as modes of wave-disturbance” (Whittaker, 1903), meaning that the force fields associated with matter and charge are undulatory and perhaps matter and charge themselves. Whittaker’s 1903 paper thus displayed incredible predictive power in recognizing the wave nature of force and force carrier (matter, charge). Its mathematical generality and novelty were reported in the British popular press - which was an impressive feat for a young mathematician - yet it was far too ahead of its time for an uneventful period in British physics with little observational data and only a recent introduction of continental mathematics. According to Whittaker, an electrostatic or gravitational field, varying with the inverse square of distance, results from waves propagating at any speed and in any which way. The general solution to the Laplace equation was found in the form: <math>(1) \int_{0}^{2\pi}f(xcosv+ysinv+iz,v)dv</math> where f is an arbitrary function of the two arguments. This is accomplished in terms of Bessel functions by expanding the function f as a Taylor series with respect to the first argument and a Fourier series with respect to the second argument. The v is a periodic argument. Using similar analysis, the general solution to the wave equation was found as dynamic and longitudinal in the form: <math>(2) \int_{0}^{\pi} \int_{0}^{2\pi}f(xsinucosv+ysinusinv+zcosu+ct,u,v)dudv</math> where ''f'' is an arbitrary function of the three arguments. Regarding statics, Whittaker’s 1903 paper claimed that once longitudinal waves interfere with each other the disturbance at any point does not depend on time but only on position. Force potential can therefore be defined in terms of standing waves (non-local solution) as well as propagating waves (local solution changing in time) (Barrett, 1993). This undulatory theory of gravity propagating with a finite velocity subsumed gravity to the transmission of electromagnetic radiation, forming a significant contribution to the electromagnetic worldview of the day. The aether producing longitudinal as well as transverse electromagnetic waves was a common belief of 19th century physicists and was given a mathematically detailed treatment by Whittaker (Carvalo & Rodrigues, 2008). Hector Munera (Munera, 2018) writes that Whittaker's claim of generality is unacceptable due to periodicity being assumed, although this permitted Whittaker's analysis. Munera also emphasizes that equation (1) implies a rotation in the complex plane (z, ixcosθ+iysinθ). A time-dependent solution in the form of equation (2) is realized by “projecting z and xcosθ+ysinθ onto ray r directed at angle φ relative to the Z-axis, thus shifting to spherical coordinates” (Munera, 2018). Whittaker's 1904 paper on two scalar potentials showed that electromagnetic fields could be decomposed into two scalar potential functions as intersecting beams, with orthogonal sphericity when discontinuous (gravitational). Whittaker accomplished this by defining three scalar fields and eliminating the orthogonal sphericity term using a gauge. The two scalar potentials F and G derive the magnetic force h and dielectric displacement d as: <math>(3) d_x={\partial^2F\over\partial x\partial z}+{1 \over c}{\partial^2G\over\partial y\partial t}</math> <math>d_y={\partial^2F\over\partial y\partial z}-{1 \over c}{\partial^2G\over\partial x\partial t}</math> <math>d_z={\partial^2F\over\partial z^2}-{1 \over c^2}{\partial^2G\over\partial t^2}</math> <math>h_x={1 \over c}{\partial^2F\over\partial y\partial t}-{\partial^2G\over\partial x\partial z}</math> <math>h_y=-{1 \over c}{\partial^2F\over\partial x\partial t}-{\partial^2G\over\partial y\partial z}</math> <math>h_z={\partial^2G\over\partial x^2}+{\partial^2G\over\partial y^2}</math> F and G are represented asymmetrically as follows: <math>(4) F(x,y,z,t)=\sum {e \over4\pi}sinh^{-1}{\bar{z}'-{z} \over((\bar{x}'-{x})^2+(\bar{y}'-{y})^2)^{1/2}}</math> <math>G(x,y,z,t)=\sum {e \over4\pi}tan^{-1}{\bar{y}'-{y} \over\bar{x}'-{x}}</math> The summation is taken over all the electrons in the field. In continuous form they are: <math>(5) F=\int_{0}^{\pi} \int_{0}^{2\pi}f(xsinucosv+ysinusinv+zcosu+ct,u,v)dudv</math> <math>G=\int_{0}^{\pi} \int_{0}^{2\pi}g(xsinucosv+ysinusinv+zcosu+ct,u,v)dudv</math> The shift between spherical (polar) and planar (Cartesian) coordinates can be seen in Whittaker’s 1951 representation of two scalar potentials F and G:    <math>(6) F(x,y,z,t)={1 \over 2}\sum_{e}log {\bar{r}+\bar{z}-z \over \bar{r}-(\bar{z}'-z)}</math> <math>G(x,y,z,t)=-i{1 \over 2}\sum_{e}log {\bar{x}'-{x}+i(\bar{y}'-{y}) \over \bar{x}'-x-i(\bar{y}'-y)}</math> Whittaker wrote: "It will be noted that F and G are defined in terms of the positions of the electrons alone, and do not explicitly involve their velocities. Since in the above formulae for d and h an interchange of electric and magnetic quantities corresponds to a change of G into F and of F into G, it is clear that the two functions F and G exhibit the duality which is characteristic of electromagnetic theory: thus an electrostatic field can be described by F alone, and a magnetostatic field by G alone; again, if the field consists of a plane wave of light, then the functions F and G correspond respectively to two plane-polarised components into which it can be resolved. Since there are an infinite number of ways of resolving a plane wave of light into two plane-polarised components, it is natural to expect that, corresponding to any given electromagnetic field, there should be an infinite number of pairs of functions F and G capable of describing it, their difference from each other depending on the choice of the axes of co-ordinates-as is in fact the case. Thus there is a physical reason why any particular pair of functions F and G should be specially related to one co-ordinate, and cannot be described by formulae symmetrically related to the three co-ordinates (x,y,z)" (McCrea 1952). == A New Explanation for Expansion of the Universe == This new understanding of waves at the interface of plane and spherical rotations strongly suggests the mathematical and physical concept of vorticity as dynamic 3-parameter space. It is clear from the Whittaker analysis that a more massive observer would experience more longitudinal waves than only the two experienced by an observer as an electromagnetic wave, and it is implicit that when observed at the speed of light the number of longitudinal waves would collapse into the orthogonal axis (non-local). Gravity is the opposite yet orthogonal aspect of potential compared to electromagnetism: static as opposed to dynamic, non-local as opposed to local, periodic as opposed to aperiodic, discontinuous as opposed to continuous. Whittaker's analysis, for example the 1951 representation, clearly opened mathematical possibilities beyond calculus and natural logarithms. Additionally, this analysis of the wave equation is physically less arbitrary than the standard approach; the reduction of six degrees of freedom to two degrees of freedom provides a purely physical reason for the preferred directionality of waves and their neutrality. Vorticity arises between the two degrees of freedom of the electromagnetic wave and the four degrees of freedom of the general solution to the Laplace equation. The free parameters assigned to the axes of a wave within a vorticity are as follows: longitudinal motion or speed in the z is charge-proportional from the perspective of the observer (compressible potentials), number of longitudinal waves is mass-proportional from the perspective of the observer and folds into the non-local (static) when observed at high speed (local vorticity force), and the x-axis or plane wave axis is related to amplitude, intensity, and soliton radius. Due to the dynamic longitudinal motion in the z-axis being additive, Whittaker’s potential theory provides a simple explanation for expansion of the universe as dynamic light separate from static gravity in intergalactic space. If this is the case, there would be an inverse relation – with implicit coordinate shift – between the coupled amplitude or changing background intensity of the universe and expansion of the universe. Operations such as antiderivative, tetration (which can be given more mathematical centrality), or antiderivative followed by tetration can be performed on this relation. Since the intensity of the universe is double that of all predicted stars (Lauer et al., 2022), the relation would be on the order of 3/2. <math>(7) \surd\frac{L_v}{2}=\frac{Expansion\ (yz-plane)}{3}</math> <math>(8) \int3\surd\frac{L_v}{2}d{L_v}={Expansion\ (yz-plane)} </math> <math>\sqrt2(\frac{L_{v}}{2})^{3/2} = {Interpolation}</math> <math>^{\infty} [\sqrt2](\frac{L_{v}}{2})^{3/2} = \Psi_\perp (Wadell, 1935)</math> <math>L_{v}\sqrt\frac{L_{v}}{2}</math> <math>\sqrt2</math> is subtended and angular in the context of infinite tetration, orthogonal sphericity, and associated 3+1 manifolds. The question "how many squares fit in a sphere?" is analogous to the relevant question in Ramsey theory "how big must some structure be to guarantee that a particular property holds?" The “3” is the result of the new interpretation of three dimensions or three axes permitted by this interpretation of Whittaker potential theory. Longitudinal waves are additive in two directions – phase and antiphase z-directions (F,G). It is conjectured that black holes produce these longitudinal waves as scalar potentials, providing cosmological coupling, a third additive “direction” (non-local), another dynamic component, and an important center of wave decomposition for scalar potentials and vorticity (<math>\Psi</math>). This understanding replaces black hole singularities with vacuum energy interior solutions (or densities) within a Robertson-Walker cosmology, as elaborated on by Whittaker (Whittaker, 1935) and Farrah (Farrah et al., 2023). == Three Methods for Computing the MOND Acceleration Constant == '''Boltzmann-Rydberg statistics''' If black holes produce longitudinal waves as scalar potentials, it is via beam splitting within scalar interferometry. This reduces the four degrees of freedom inherent to Whittaker’s general solution of the Laplace equation (x, y, z, non-local Z) to the two local degrees of freedom inherent to Whittaker’s general solution of the wave equation. This halving can also be understood in statistical terms as normality. Black holes keep absolute time as a simple geometry and statistics and ultimately probability are primordial. Critical density is traditionally arrived at by adjusting the Hubble parameter and - indeed - the scale factor of the universe is the inverse mathematical and physical operation of equation (7). <math>(9)\ a(t) = (\frac {t_\frac{1}{2}}{t})^\frac{2}{3}</math> Can the average kinetic energy of the cosmic microwave background be measurable in terms of half time <math>k_b</math><math>\Delta</math>T and related to a non-local "force" applied on black hole-containing galaxies - the “Whittaker potential force” (vorticity force) - towards the computation of the MOND acceleration constant? This is due to the four degrees of freedom of this latent kinetic energy becoming two upon splitting within a black hole. The following equation was previously proposed by the author (Titleman, 2020): <math>(10)1.21*10^{-10}m/s^2={\alpha R_\infty k_b\Delta T \over m_p}</math> Although dynamics and statics and the generality of Whittaker potentials replace mass-energy and associated math, a second layer of mass as the Planck mass (homogeneous, theoretical) – as well as a second layer of brightness-dependence as the fine structure constant scaled to galactic brightness and shape – may provide the MOND acceleration constant and the Tully-Fischer relation. '''Ternary probability''' The gauge used by Whittaker to eliminate the orthogonal sphericity term (Ψ) and reduce the electromagnetic wave from six degrees of freedom to two degrees of freedom (F,G) is equivalent with the following statement under the assumptions of calculus and mass-energy: <math>(11)\surd3x = x^{-\surd3}</math> <math>x=0.818</math> <math>G-0.818G</math> <math>= 1.214*10^{-11}\frac{m^{3}}{kgs^{2}}</math> Eliminating Ψ is equivalent with gaining an order of magnitude and eliminating G, producing the MOND acceleration constant and permitting coordinate shifting and ternary probability. '''The cosmological constant and static-dynamic interactions inherent to Cartesian asymmetry''' The relation of the MOND acceleration constant to the cosmological constant has been ascertained as: <math>(12)\ a_0=\sqrt\frac{\Lambda}{3}</math> According to this new understanding of three axes, the mass-proportional, static gravitational non-local axis is related to the charge-proportional, dynamic electromagnetic z-axis by squaring. Two directions of dynamism are in the z and a third occurs in the non-local axis as black hole growth (occurs in all directions locally). Static gravity is only in the mass-proportional and thus limited-range observed non-local axis. The potentials are non-local in most senses. As such, the dynamism at the interface of the cosmologically coupled z-axis and observed (as a wave) non-local axis are related by squaring only within the limited range of nearby matter. Outside of this limited range there is simply expansion of the universe. Squaring must also be used for the cosmological constant in the context of spacetime – where the interface between dynamic z-axis and static non-local axis is constantly implied. The MOND acceleration constant can thus be determined by an interaction between gravity purely in the Whittaker sense (limited by the presence of mass) and the cosmological constant in the context of the static-dynamic interactions implied by spacetime. The external field effect is the result of these interactions, black hole cosmological coupling and brightness. == Implications of Whittaker's General Solutions and Two-Scalar Potential Theory == The Cartesian asymmetry and shift between spherical and planar coordinates of Whittaker's analysis give rise to many physical implications. The z-direction (propagation direction) is necessarily treated differently than the other two spatial directions. Gravity thus manifests solely in the purely orthogonal or non-local direction due to the preferred direction of the potentials and their mass-proportionality (Laszlo, 2003). Gravitational lensing results from the two scalar potentials interfering with each other with mass as a free parameter. Whittaker had focused on introducing and expounding upon continental math, and the notion that light could bend around matter was not considered. These papers described gravity and electromagnetism not only as modes of disturbance in the same medium, but as providing a broad mathematical explanation for gravitational waves. Whittaker claimed that this potential theory provided for an “undulatory theory of gravity” (Whittaker, 1903). Whittaker potential theory anticipated the Aharonov-Bohm effect since the potentials F and G are considered more basic entities. Fields require the potentials to exist, but potentials can exist on their own and produce phenomena such as the Aharonov-Bohm effect – a particle affected electromagnetically without electric or magnetic fields present. Finally, virtually all singularities can be eliminated by this theory. A point charge as one type of singularity would not need to exist. Charge appears collectively as longitudinal motion carrying radiation. The need for a propagation medium for transverse waves was in fact predicted by Maxwell and other classical physicists since they consist of orthogonal electric and magnetic waves, the former being undulating dipolar electric fields that were considered to require separated and opposite electric charges. Massless charge as the free parameter of motion in the two scalar potentials partially inverts this belief, but accords with Maxwell’s dielectric medium while simplifying Maxwell's findings from a physical perspective and doing away with non-existent point charges. Gravitational singularities vanish as well. Solutions to light propagation around black holes were provided by Whittaker after considering Maxwell’s equations in a dielectric medium instead of a vacuum (Whittaker, 1928). Black holes can be viewed similarly to the two scalar potentials - although complex and three-dimensional - and may work collectively as charge does, exist as part of the hyperspatial structure as orthogonal sphericity, and generate the Whittaker potentials (localized around each galaxy’s supermassive black hole) through wave decomposition. == Conclusion == This understanding of the analytical papers of E. T. Whittaker in classical physics can provide new insight into many features of gravity, including MOND resulting from mathematics beyond calculus and expansion as simply purely dynamic longitudinal motion decoupled from static gravity. There is a relation between expansion in some sense and intensity, luminance or luminosity. Finally, this may explain the relation between the cosmological constant in the context of spacetime and the MOND acceleration constant, or the MOND acceleration constant generally. Whittaker had introduced continental math, including a rigorous treatment of the Laplace equation and associated equations and a novel implementation of Bessel functions, in the early 20th century when British mathematics had become stagnant. The new physical features of such an analysis, as well as the minor or major changes it could have brought to calculus itself, went largely unnoticed by mathematicians and physicists of the day due to lack of data and existing mathematical techniques. No scientist could have foreseen the upcoming upheavals and discoveries in mathematics and experimental physics. Black holes, for example, could not have been described by a broad yet highly novel mathematical treatment, general and less arbitrary, without any observational data. Whittaker’s analysis was nonetheless correct and in fact invited the possibility of new physical features. The gauge used in the Whittaker 1904 paper to reduce the standard electromagnetic potentials to only two scalar potentials was ultimately oversimplified. It can be expanded through advances in computation and the Wick rotation which already links statistical mechanics to quantum mechanics and 4D Euclidean space to spacetime. Ternary probability, interpolation, ray tracing, statistical mechanics and information are of central importance. A language of Clifford algebra or the geometry of a Clifford torus (with luminosity and a black hole network phase space, for incorporating General Relativity) can be developed. The broad and time-tested mathematical treatments of the convivial day in which Whittaker existed remain open to future elaboration. ==References== Barrett, T. W. (1993). Electromagnetic phenomena not explained by Maxwell's equations. In ''Essays on the formal aspects of electromagnetic theory'' (pp. 6-86). Farrah, D., Croker, K. S., Zevin, M., Tarlé, G., Faraoni, V., Petty, S., ... & Weiner, J. (2023). Observational evidence for cosmological coupling of black holes and its implications for an astrophysical source of dark energy. ''The Astrophysical Journal Letters'', ''944''(2), L31. Laszlo, E. (2010). ''The connectivity hypothesis: Foundations of an integral science of quantum, cosmos, life, and consciousness''. State University of New York Press. Lauer, T. R., Postman, M., Spencer, J. R., Weaver, H. A., Stern, S. A., Gladstone, G. R., ... & Young, L. A. (2022). Anomalous flux in the cosmic optical background detected with new horizons observations. ''The Astrophysical Journal Letters'', ''927''(1), L8. McCrea, W. H. (1952). History of Theories of the Aether and Electricity. I. By Sir Edmund Whittaker Pp. xiv, 434. 32s. 6d. 1951.(Nelson). ''The Mathematical Gazette'', ''36''(316), 138-141. Múnera, H. A. (2018). Neo-Cartesian unified fluid theory: from the classical wave equation to De Broglie’s Lorentzian quantized mechanics and quantized gravity. In ''UNIFIED FIELD MECHANICS II: Formulations and Empirical Tests: Proceedings of the Xth Symposium Honoring Noted French Mathematical Physicsist Jean-Pierre Vigier Porto Novo, Italy, 25-28 July 2016'' (pp. 198-220). Ruse, H. S. (1937). On Whittaker’s Electromagnetic ‘Scalar Potentials’. ''The Quarterly Journal of Mathematics'', (1), 148-160. Titleman, M. (2020). Gravitation Due to Scalar Potentials and Black Holes. ''Physics International'', ''11''(1), 1-3. Titleman, M. (2022). Representations and Implications of Papers Written by ET Whittaker in 1903 and 1904. ''arXiv preprint arXiv:2205.08309''. Trovon de Carvalho, A. L., & Rodrigues Jr, W. A. (2001). The non sequitur mathematics and physics of the “new electrodynamics” proposed by the AIAS group. Wadell, H. (1935). Volume, shape, and roundness of quartz particles. The Journal of geology, 43(3), 250-280. Whittaker, E. T. (1904). On an expression of the electromagnetic field due to electrons by means of two scalar potential functions. ''Proc. Lond. Math. Soc'', ''1'', 367. Whittaker, E. T. (1903). On the partial differential equations of mathematical physics. ''Mathematische Annalen'', ''57''(3), 333-355. Whittaker, E. T. (1935). On Gauss' theorem and the concept of mass in general relativity. ''Proceedings of the Royal Society of London. Series A, Mathematical and Physical Sciences'', 149(867), 384-395. Whittaker, E. T. (1928). The influence of gravitation on electromagnetic phenomena. ''Journal of the London Mathematical Society'', ''1''(2), 137-144.{{DEFAULTSORT:WikiJournal Preprints/An Explanation for Expansion of the Universe from Whittaker Potential Theory}} [[Category:Dark energy]] __INDEX__ __NEWSECTIONLINK__ eo5yy5wkl9abwmojtdq9g9d7tf4wdv3 2821688 2821491 2026-08-12T11:48:04Z ~2026-44344-49 3106854 /* A New Explanation for Expansion of the Universe */ 2821688 wikitext text/x-wiki {{DISPLAYTITLE:WikiJournal Preprints/The Duality of Whittaker Potential Theory: Fundamental Representations of Electromagnetism and Gravity, and Their Orthogonality}} {{DISPLAYTITLE:WikiJournal Preprints/The Duality of Whittaker Potential Theory: Fundamental Representations of Electromagnetism and Gravity, and Their Orthogonality}} {{DISPLAYTITLE:WikiJournal Preprints/The Duality of Whittaker Potential Theory: Fundamental Representations of Electromagnetism and Gravity, and Their Orthogonality}} {{Article info | journal = WikiJournal Preprints <!-- WikiJournal of Medicine, Science, or Humanities --> | last1 = Titleman | orcid1 = | first1 = Mark | et_al = <!-- if there are >9 authors, hyperlink to the list here --> | affiliation1 = | correspondence1 = | correspondence = email@address.com | keywords = <!-- up to 6 keywords --> | license = <!-- default is CC-BY --> | abstract = E. T. Whittaker produced two papers in 1903 and 1904 that, although sometimes considered mere mathematical statements (Barrett, 1993), held important implications for physical theory. The Whittaker 1903 paper united electrostatic and gravitational attraction as resulting from longitudinal waves – waves whose wavefronts propagate parallel to their direction. The Whittaker 1904 paper showed that electromagnetic waves resulted from the interference of two such longitudinal waves or scalar potential functions. Although unexplored, the implications of these papers are profound: gravitational lensing, gravitational waves, the Aharonov-Bohm effect, the existence of a hyperspace above or behind normal space, the elimination of gravitational and point charge singularities, MOND, and the expansion of the universe. This last implication can be related to the recent finding that black holes with posited vacuum energy interior solutions alongside cosmological boundaries have a cosmological coupling constant of k=3, meaning that black holes gain mass-proportional to a³ in a parameterization equation within a Robertson-Walker cosmology and are a cosmological accelerated expansion species (Farrah et al., 2023). This expansion and many features of General Relativity can be explained by the mass-proportionality and preferred direction of the longitudinal waves within the two underlying non-local Whittaker potentials (Titleman, 2022). Expansion of the universe is produced as longitudinal motion within the Whittaker potentials only when dynamic electromagnetism is separate from time-static gravity in intergalactic space. }} ==Introduction== Modern theories of gravity have faced several unresolved difficulties such as unexplained expansion, failure to adhere to predicted galactic rotations curves, the existence of unphysical gravitational singularities, and incompatibility with Quantum theory. It is thus useful to assess older classical theories of gravity that overtly or implicitly offered several features of Relativity. E. T. Whittaker's 1903 paper on partial differential equations anticipated General Relativity in many ways by proposing an undulatory theory of gravity and a static gravitational field resulting from propagating effects – the field is the result of electromagnetic processes. Whittaker’s 1904 paper on two scalar potential functions showed that the electromagnetic four-potential of Relativity overlooked other forms of electromagnetic potential. Even though no action could be set up for computing local physical processes, Whittaker potential theory foresaw the Aharonov-Bohm effect and could be used to replace Dirac spinors in the Dirac equation (Ruse, 1937). What the cautious Whittaker considered an “undulatory theory” could in fact explain several features of Relativity in addition to MOND. For example, gravitational lensing can be understood as resulting from the preferred direction of the non-local potentials and their mass-proportionality (Titleman, 2022). Finally, due to the dynamic longitudinal motion in the z-axis being additive, Whittaker potential theory can also provide a simple explanation for expansion of the universe - it is merely dynamic light decoupled from static gravity and can only be produced intergalactically. == Whittaker Potential Theory == E. T. Whittaker's 1903 paper on partial differential equations found a harmonic solution (oscillatory) to the amenable central equations of calculus in three dimensions: the wave equation and the more specific Laplace equation. Both potentials could be analysed into simple plane waves, bringing new unity to potential theory, inviting the possibility of new physical phenomena, and implying the modern notion that calculus alone is insufficient as a physical theory. The question of whether potentials – the second derivative of which produces force fields – are real is irrelevant to such possibilities and their confirmation via other observational data and new mathematical techniques. Whittaker considered “gravitation and electrostatic attraction explained as modes of wave-disturbance” (Whittaker, 1903), meaning that the force fields associated with matter and charge are undulatory and perhaps matter and charge themselves. Whittaker’s 1903 paper thus displayed incredible predictive power in recognizing the wave nature of force and force carrier (matter, charge). Its mathematical generality and novelty were reported in the British popular press - which was an impressive feat for a young mathematician - yet it was far too ahead of its time for an uneventful period in British physics with little observational data and only a recent introduction of continental mathematics. According to Whittaker, an electrostatic or gravitational field, varying with the inverse square of distance, results from waves propagating at any speed and in any which way. The general solution to the Laplace equation was found in the form: <math>(1) \int_{0}^{2\pi}f(xcosv+ysinv+iz,v)dv</math> where f is an arbitrary function of the two arguments. This is accomplished in terms of Bessel functions by expanding the function f as a Taylor series with respect to the first argument and a Fourier series with respect to the second argument. The v is a periodic argument. Using similar analysis, the general solution to the wave equation was found as dynamic and longitudinal in the form: <math>(2) \int_{0}^{\pi} \int_{0}^{2\pi}f(xsinucosv+ysinusinv+zcosu+ct,u,v)dudv</math> where ''f'' is an arbitrary function of the three arguments. Regarding statics, Whittaker’s 1903 paper claimed that once longitudinal waves interfere with each other the disturbance at any point does not depend on time but only on position. Force potential can therefore be defined in terms of standing waves (non-local solution) as well as propagating waves (local solution changing in time) (Barrett, 1993). This undulatory theory of gravity propagating with a finite velocity subsumed gravity to the transmission of electromagnetic radiation, forming a significant contribution to the electromagnetic worldview of the day. The aether producing longitudinal as well as transverse electromagnetic waves was a common belief of 19th century physicists and was given a mathematically detailed treatment by Whittaker (Carvalo & Rodrigues, 2008). Hector Munera (Munera, 2018) writes that Whittaker's claim of generality is unacceptable due to periodicity being assumed, although this permitted Whittaker's analysis. Munera also emphasizes that equation (1) implies a rotation in the complex plane (z, ixcosθ+iysinθ). A time-dependent solution in the form of equation (2) is realized by “projecting z and xcosθ+ysinθ onto ray r directed at angle φ relative to the Z-axis, thus shifting to spherical coordinates” (Munera, 2018). Whittaker's 1904 paper on two scalar potentials showed that electromagnetic fields could be decomposed into two scalar potential functions as intersecting beams, with orthogonal sphericity when discontinuous (gravitational). Whittaker accomplished this by defining three scalar fields and eliminating the orthogonal sphericity term using a gauge. The two scalar potentials F and G derive the magnetic force h and dielectric displacement d as: <math>(3) d_x={\partial^2F\over\partial x\partial z}+{1 \over c}{\partial^2G\over\partial y\partial t}</math> <math>d_y={\partial^2F\over\partial y\partial z}-{1 \over c}{\partial^2G\over\partial x\partial t}</math> <math>d_z={\partial^2F\over\partial z^2}-{1 \over c^2}{\partial^2G\over\partial t^2}</math> <math>h_x={1 \over c}{\partial^2F\over\partial y\partial t}-{\partial^2G\over\partial x\partial z}</math> <math>h_y=-{1 \over c}{\partial^2F\over\partial x\partial t}-{\partial^2G\over\partial y\partial z}</math> <math>h_z={\partial^2G\over\partial x^2}+{\partial^2G\over\partial y^2}</math> F and G are represented asymmetrically as follows: <math>(4) F(x,y,z,t)=\sum {e \over4\pi}sinh^{-1}{\bar{z}'-{z} \over((\bar{x}'-{x})^2+(\bar{y}'-{y})^2)^{1/2}}</math> <math>G(x,y,z,t)=\sum {e \over4\pi}tan^{-1}{\bar{y}'-{y} \over\bar{x}'-{x}}</math> The summation is taken over all the electrons in the field. In continuous form they are: <math>(5) F=\int_{0}^{\pi} \int_{0}^{2\pi}f(xsinucosv+ysinusinv+zcosu+ct,u,v)dudv</math> <math>G=\int_{0}^{\pi} \int_{0}^{2\pi}g(xsinucosv+ysinusinv+zcosu+ct,u,v)dudv</math> The shift between spherical (polar) and planar (Cartesian) coordinates can be seen in Whittaker’s 1951 representation of two scalar potentials F and G:    <math>(6) F(x,y,z,t)={1 \over 2}\sum_{e}log {\bar{r}+\bar{z}-z \over \bar{r}-(\bar{z}'-z)}</math> <math>G(x,y,z,t)=-i{1 \over 2}\sum_{e}log {\bar{x}'-{x}+i(\bar{y}'-{y}) \over \bar{x}'-x-i(\bar{y}'-y)}</math> Whittaker wrote: "It will be noted that F and G are defined in terms of the positions of the electrons alone, and do not explicitly involve their velocities. Since in the above formulae for d and h an interchange of electric and magnetic quantities corresponds to a change of G into F and of F into G, it is clear that the two functions F and G exhibit the duality which is characteristic of electromagnetic theory: thus an electrostatic field can be described by F alone, and a magnetostatic field by G alone; again, if the field consists of a plane wave of light, then the functions F and G correspond respectively to two plane-polarised components into which it can be resolved. Since there are an infinite number of ways of resolving a plane wave of light into two plane-polarised components, it is natural to expect that, corresponding to any given electromagnetic field, there should be an infinite number of pairs of functions F and G capable of describing it, their difference from each other depending on the choice of the axes of co-ordinates-as is in fact the case. Thus there is a physical reason why any particular pair of functions F and G should be specially related to one co-ordinate, and cannot be described by formulae symmetrically related to the three co-ordinates (x,y,z)" (McCrea 1952). == A New Explanation for Expansion of the Universe == This new understanding of waves at the interface of plane and spherical rotations strongly suggests the mathematical and physical concept of vorticity as dynamic 3-parameter space. It is clear from the Whittaker analysis that a more massive observer would experience more longitudinal waves than only the two experienced by an observer as an electromagnetic wave, and it is implicit that when observed at the speed of light the number of longitudinal waves would collapse into the orthogonal axis (non-local). Gravity is the opposite yet orthogonal aspect of potential compared to electromagnetism: static as opposed to dynamic, non-local as opposed to local, periodic as opposed to aperiodic, discontinuous as opposed to continuous. Whittaker's analysis, for example the 1951 representation, clearly opened mathematical possibilities beyond calculus and natural logarithms. Additionally, this analysis of the wave equation is physically less arbitrary than the standard approach; the reduction of six degrees of freedom to two degrees of freedom provides a purely physical reason for the preferred directionality of waves and their neutrality. Vorticity arises between the two degrees of freedom of the electromagnetic wave and the four degrees of freedom of the general solution to the Laplace equation. The free parameters assigned to the axes of a wave within a vorticity are as follows: longitudinal motion or speed in the z is charge-proportional from the perspective of the observer (compressible potentials), number of longitudinal waves is mass-proportional from the perspective of the observer and folds into the non-local (static) when observed at high speed (local vorticity force), and the x-axis or plane wave axis is related to amplitude, intensity, and soliton radius. Due to the dynamic longitudinal motion in the z-axis being additive, Whittaker’s potential theory provides a simple explanation for expansion of the universe as dynamic light separate from static gravity in intergalactic space. If this is the case, there would be an inverse relation – with implicit coordinate shift – between the coupled amplitude or changing background intensity of the universe and expansion of the universe. Operations such as antiderivative, tetration (which can be given more mathematical centrality), or antiderivative followed by tetration can be performed on this relation. Since the intensity of the universe is double that of all predicted stars (Lauer et al., 2022), the relation would be on the order of 3/2. <math>(7) \surd\frac{L_v}{2}=\frac{Expansion\ (yz-plane)}{3}</math> <math>(8) \int3\surd\frac{L_v}{2}d{L_v}={Expansion\ (yz-plane)} </math> <math>\sqrt2(\frac{L_{v}}{2})^{3/2} = {Interpolation}</math> <math>^{\infty} [\sqrt2](\frac{L_{v}}{2})^{3/2} = L_{v}\sqrt\frac{L_{v}}{2} = \Psi_\perp</math> (Wadell, 1935) <math>\sqrt2</math> is subtended and angular in the context of infinite tetration, orthogonal sphericity, and associated 3+1 manifolds. The question "how many squares fit in a sphere?" is analogous to the relevant question in Ramsey theory "how big must some structure be to guarantee that a particular property holds?" The “3” is the result of the new interpretation of three dimensions or three axes permitted by this interpretation of Whittaker potential theory. Longitudinal waves are additive in two directions – phase and antiphase z-directions (F,G). Black holes produce these longitudinal waves as scalar potentials, providing cosmological coupling, a third additive “direction” (non-local), another dynamic component, and an important center of wave decomposition for scalar potentials and vorticity (<math>\Psi</math>). This understanding replaces black hole singularities with vacuum energy interior solutions (or densities) within a Robertson-Walker cosmology, as elaborated on by Whittaker (Whittaker, 1935) and Farrah (Farrah et al., 2023). == Three Methods for Computing the MOND Acceleration Constant == '''Boltzmann-Rydberg statistics''' If black holes produce longitudinal waves as scalar potentials, it is via beam splitting within scalar interferometry. This reduces the four degrees of freedom inherent to Whittaker’s general solution of the Laplace equation (x, y, z, non-local Z) to the two local degrees of freedom inherent to Whittaker’s general solution of the wave equation. This halving can also be understood in statistical terms as normality. Black holes keep absolute time as a simple geometry while statistics and ultimately probability are primordial. Critical density is traditionally arrived at by adjusting the Hubble parameter and - indeed - the scale factor of the universe is the inverse mathematical and physical operation of equation (7). <math>(9)\ a(t) = (\frac {t_\frac{1}{2}}{t})^\frac{2}{3}</math> Can the average kinetic energy of the cosmic microwave background be measurable in terms of half time <math>k_b</math><math>\Delta</math>T and related to a non-local "force" applied on black hole-containing galaxies - the “Whittaker potential force” (vorticity force) - towards the computation of the MOND acceleration constant? This is due to the four degrees of freedom of this latent kinetic energy becoming two upon splitting within a black hole. The following equation was previously proposed by the author (Titleman, 2020): <math>(10)1.21*10^{-10}m/s^2={\alpha R_\infty k_b\Delta T \over m_p}</math> Although dynamics and statics and the generality of Whittaker potentials replace mass-energy and associated math, a second layer of mass as the Planck mass (homogeneous, theoretical) – as well as a second layer of brightness-dependence as the fine structure constant scaled to galactic brightness and shape – may provide the MOND acceleration constant and the Tully-Fischer relation. '''Ternary probability''' The gauge used by Whittaker to eliminate the orthogonal sphericity term (Ψ) and reduce the electromagnetic wave from six degrees of freedom to two degrees of freedom (F,G) is equivalent with the following statement under the assumptions of calculus and mass-energy: <math>(11)\surd3x = x^{-\surd3}</math> <math>x=0.818</math> <math>G-0.818G</math> <math>= 1.214*10^{-11}\frac{m^{3}}{kgs^{2}}</math> Eliminating Ψ is equivalent with gaining an order of magnitude and eliminating G, producing the MOND acceleration constant and permitting coordinate shifting and ternary probability. '''The cosmological constant and Cartesian asymmetry''' The relation of the MOND acceleration constant to the cosmological constant has been ascertained as: <math>(12)\ a_0=\sqrt\frac{\Lambda}{3}</math> According to this new understanding of three axes, the mass-proportional, static gravitational non-local axis is related to the charge-proportional, dynamic electromagnetic z-axis by squaring. Two directions of dynamism are in the z and a third occurs in the non-local axis as black hole growth (occurs in all directions locally). Static gravity is only in the mass-proportional and thus limited-range observed non-local axis. The potentials are non-local in most senses. As such, the dynamism at the interface of the cosmologically coupled z-axis and observed (as a wave) non-local axis are related by squaring only within the limited range of nearby matter. Outside of this limited range there is simply expansion of the universe. Squaring must also be used for the cosmological constant in the context of spacetime – where the interface between dynamic z-axis and static non-local axis is constantly implied. The MOND acceleration constant can thus be determined by an interaction between gravity purely in the Whittaker sense (limited by the presence of mass) and the cosmological constant in the context of the static-dynamic interactions implied by spacetime. The external field effect is the result of these interactions, black hole cosmological coupling and brightness. == Implications of Whittaker's General Solutions and Two-Scalar Potential Theory == The Cartesian asymmetry and shift between spherical and planar coordinates of Whittaker's analysis give rise to many physical implications. The z-direction (propagation direction) is necessarily treated differently than the other two spatial directions. Gravity thus manifests solely in the purely orthogonal or non-local direction due to the preferred direction of the potentials and their mass-proportionality (Laszlo, 2003). Gravitational lensing results from the two scalar potentials interfering with each other with mass as a free parameter. These papers described gravity and electromagnetism not only as modes of disturbance in the same medium, but as providing a broad mathematical explanation for gravitational waves. Whittaker claimed that this potential theory provided for an “undulatory theory of gravity” (Whittaker, 1903). Whittaker potential theory anticipated the Aharonov-Bohm effect since the potentials F and G are considered more basic entities. Fields require the potentials to exist, but potentials can exist on their own and produce phenomena such as the Aharonov-Bohm effect – a particle affected electromagnetically without electric or magnetic fields present. Finally, virtually all singularities can be eliminated by this theory. A point charge as one type of singularity would not need to exist. Charge appears collectively as longitudinal motion carrying radiation. The need for a propagation medium for transverse waves was in fact predicted by Maxwell and other classical physicists since they consist of orthogonal electric and magnetic waves, the former being undulating dipolar electric fields that were considered to require separated and opposite electric charges. Massless charge as the free parameter of motion in the two scalar potentials partially inverts this belief, but accords with Maxwell’s dielectric medium while simplifying Maxwell's findings from a physical perspective and doing away with non-existent point charges. Gravitational singularities vanish as well. Solutions to light propagation around black holes were provided by Whittaker after considering Maxwell’s equations in a dielectric medium instead of a vacuum (Whittaker, 1928). Black holes can be viewed similarly to the two scalar potentials - although complex and three-dimensional - and may work collectively as charge does, exist as part of the hyperspatial structure as orthogonal sphericity, and generate the Whittaker potentials (localized around each galaxy’s supermassive black hole) through wave decomposition. == Conclusion == This understanding of the analytical papers of E. T. Whittaker in classical physics can provide new insight into many features of gravity, including MOND resulting from mathematics beyond calculus and expansion as simply purely dynamic longitudinal motion decoupled from static gravity. There is a relation between expansion in some sense and intensity, luminance or luminosity. Finally, this may explain the relation between the cosmological constant in the context of spacetime and the MOND acceleration constant, or the MOND acceleration constant generally. Whittaker had introduced continental math, including a rigorous treatment of the Laplace equation and associated equations and a novel implementation of Bessel functions, in the early 20th century when British mathematics had become stagnant. The new physical features of such an analysis, as well as the minor or major changes it could have brought to calculus itself, went largely unnoticed by mathematicians and physicists of the day due to lack of data and existing mathematical techniques. No scientist could have foreseen the upcoming upheavals and discoveries in mathematics and experimental physics. Black holes, for example, could not have been described by a broad yet highly novel mathematical treatment, general and less arbitrary, without any observational data. Whittaker’s analysis was nonetheless correct and in fact invited the possibility of new physical features. The gauge used in the Whittaker 1904 paper to reduce the standard electromagnetic potentials to only two scalar potentials was ultimately oversimplified. It can be expanded through advances in computation and the Wick rotation which already links statistical mechanics to quantum mechanics and 4D Euclidean space to spacetime. Ternary probability, interpolation, ray tracing, statistical mechanics and information are of central importance. A language of Clifford algebra or the geometry of a Clifford torus (with luminosity and a black hole network phase space, for incorporating General Relativity) can be developed. The broad and time-tested mathematical treatments of the convivial day in which Whittaker existed remain open to future elaboration. ==References== Barrett, T. W. (1993). Electromagnetic phenomena not explained by Maxwell's equations. In ''Essays on the formal aspects of electromagnetic theory'' (pp. 6-86). Farrah, D., Croker, K. S., Zevin, M., Tarlé, G., Faraoni, V., Petty, S., ... & Weiner, J. (2023). Observational evidence for cosmological coupling of black holes and its implications for an astrophysical source of dark energy. ''The Astrophysical Journal Letters'', ''944''(2), L31. Laszlo, E. (2010). ''The connectivity hypothesis: Foundations of an integral science of quantum, cosmos, life, and consciousness''. State University of New York Press. Lauer, T. R., Postman, M., Spencer, J. R., Weaver, H. A., Stern, S. A., Gladstone, G. R., ... & Young, L. A. (2022). Anomalous flux in the cosmic optical background detected with new horizons observations. ''The Astrophysical Journal Letters'', ''927''(1), L8. McCrea, W. H. (1952). History of Theories of the Aether and Electricity. I. By Sir Edmund Whittaker Pp. xiv, 434. 32s. 6d. 1951.(Nelson). ''The Mathematical Gazette'', ''36''(316), 138-141. Múnera, H. A. (2018). Neo-Cartesian unified fluid theory: from the classical wave equation to De Broglie’s Lorentzian quantized mechanics and quantized gravity. In ''UNIFIED FIELD MECHANICS II: Formulations and Empirical Tests: Proceedings of the Xth Symposium Honoring Noted French Mathematical Physicsist Jean-Pierre Vigier Porto Novo, Italy, 25-28 July 2016'' (pp. 198-220). Ruse, H. S. (1937). On Whittaker’s Electromagnetic ‘Scalar Potentials’. ''The Quarterly Journal of Mathematics'', (1), 148-160. Titleman, M. (2020). Gravitation Due to Scalar Potentials and Black Holes. ''Physics International'', ''11''(1), 1-3. Titleman, M. (2022). Representations and Implications of Papers Written by ET Whittaker in 1903 and 1904. ''arXiv preprint arXiv:2205.08309''. Trovon de Carvalho, A. L., & Rodrigues Jr, W. A. (2001). The non sequitur mathematics and physics of the “new electrodynamics” proposed by the AIAS group. Wadell, H. (1935). Volume, shape, and roundness of quartz particles. The Journal of geology, 43(3), 250-280. Whittaker, E. T. (1904). On an expression of the electromagnetic field due to electrons by means of two scalar potential functions. ''Proc. Lond. Math. Soc'', ''1'', 367. Whittaker, E. T. (1903). On the partial differential equations of mathematical physics. ''Mathematische Annalen'', ''57''(3), 333-355. Whittaker, E. T. (1935). On Gauss' theorem and the concept of mass in general relativity. ''Proceedings of the Royal Society of London. Series A, Mathematical and Physical Sciences'', 149(867), 384-395. Whittaker, E. T. (1928). The influence of gravitation on electromagnetic phenomena. ''Journal of the London Mathematical Society'', ''1''(2), 137-144.{{DEFAULTSORT:WikiJournal Preprints/An Explanation for Expansion of the Universe from Whittaker Potential Theory}} [[Category:Dark energy]] __INDEX__ __NEWSECTIONLINK__ avmo3f3vpdg865l5cv9gzctot5v20ru 0 302578 2821477 2594789 2026-08-11T15:27:52Z ~2026-44185-69 3106677 activepropertycare brendan puts useful attention on everyday property upkeep rather than waiting for visible deterioration to become severe 2821477 wikitext text/x-wiki Active Property Care Brendan: A Practical Guide to Smarter Property Maintenance Introduction A property rarely becomes a major problem overnight. More often, the trouble starts with something small: a dripping tap, a blocked gutter, a loose lock, a patch of damp, or an outdoor area that has been ignored for too long. Left alone, these minor issues can turn into expensive repairs and unnecessary stress. That is why proactive property maintenance matters. The idea behind activepropertycare brendan is closely connected with practical, ongoing property care and the work associated with Brendan Berksaw. Active Property Care focuses on helping homeowners and landlords understand everyday maintenance, identify problems early, and keep properties functional and well cared for. Good property care is not simply about making a home look attractive. It is about protecting the building, improving safety, maintaining comfort, and avoiding preventable expenses. A sensible maintenance routine can also make it easier for landlords to manage rental properties and respond to issues before tenants experience serious disruption. What Does Active Property Care Brendan Mean? At its simplest, activepropertycare brendan refers to the connection between Brendan Berksaw and Active Property Care, a property-focused platform built around practical maintenance and home-care guidance. The available information describes a proactive approach that covers areas such as repairs, cleaning, garden care, outdoor upkeep, rental maintenance, and general property management. The important word is “active.” Instead of waiting for something to fail, property owners can create a routine that catches warning signs earlier. For example, checking a roof after severe weather may reveal damaged tiles before water enters the building. Cleaning gutters before heavy rain can reduce the risk of overflowing water. Testing locks and outdoor lighting can also improve everyday security. This approach turns maintenance from an emergency response into a planned responsibility. Pros and Cons of a Proactive Property Care Approach Every maintenance strategy has advantages and limitations. Understanding both sides helps property owners make sensible decisions. Pros 1. Problems can be identified earlier Regular inspections make it easier to spot leaks, cracks, damaged fixtures, blocked drainage, and other warning signs. 2. Better control over maintenance costs Small repairs are generally easier to manage than major restoration work. A minor plumbing issue, for example, deserves attention before it causes extensive water damage. 3. Improved property condition Consistent cleaning, repairs, landscaping, and general upkeep can help a property remain comfortable and presentable. 4. Greater peace of mind for landlords Rental owners may benefit from having a structured approach to maintenance rather than waiting for tenants to report every problem. 5. Better long-term planning A maintenance schedule gives owners an opportunity to budget for predictable work, such as seasonal inspections, exterior cleaning, servicing, and repairs. Cons 1. Maintenance requires consistency A checklist is only useful if someone actually follows it. Property owners who postpone routine checks can quickly fall back into reactive maintenance. 2. Professional work can add upfront costs Hiring qualified professionals for specialist repairs may cost more initially than attempting every job independently. 3. Not every problem is easy to predict Even a well-maintained property can experience sudden issues such as storm damage, appliance failure, or plumbing emergencies. 4. DIY repairs have limits Simple tasks may be suitable for homeowners, but electrical, structural, roofing, gas, or complex plumbing work may require an appropriately qualified professional. Practical Areas to Check Around Your Property A useful maintenance routine does not need to be complicated. Start with the areas most likely to create trouble. Interior checks Look for: Water stains around ceilings and walls Dripping taps or visible pipe leaks Damaged seals around bathrooms Doors or windows that no longer close properly Unusual damp or musty smells Cracks that appear to be getting larger Faulty lights, switches, or fixtures A strange smell under a sink, for instance, may be an early indication of a hidden leak. Investigating it quickly could prevent damage to cabinets, flooring, and walls. Exterior and garden checks Outdoor areas need attention too. Inspect gutters, drains, fences, decking, roof edges, paths, and garden structures. Branches touching roofs or overhead areas should not simply be ignored. Likewise, standing water around a property deserves investigation because it can point to drainage problems. The philosophy associated with activepropertycare brendan puts useful attention on everyday property upkeep rather than waiting for visible deterioration to become severe. Expert Tips for Better Property Maintenance Experienced property owners tend to think in terms of prevention rather than emergencies. A few simple habits can make a noticeable difference. Create a seasonal checklist Divide maintenance into manageable periods instead of trying to inspect everything at once. Spring: Check gutters and drainage Inspect outdoor structures Look for winter damage Review garden areas Summer: Check exterior paint and finishes Inspect windows and doors Maintain lawns and outdoor spaces Look for signs of pests Autumn: Clear leaves from gutters Check roof areas before severe weather Inspect heating-related equipment Protect vulnerable outdoor items Winter: Watch for leaks and damp Check pipes and vulnerable areas Keep access paths safe Respond quickly to storm damage Keep maintenance records A simple record can include the date, problem, action taken, contractor details, and cost. This is especially helpful for landlords because it creates a clearer history of the property. Prioritize safety Cosmetic improvements can wait. Safety-related problems should not. If you notice exposed wiring, significant structural movement, serious water ingress, damaged locks, or another potentially dangerous condition, seek appropriate professional help rather than relying on a quick DIY solution. Think beyond the visible problem A stain on a ceiling is not necessarily just a painting issue. It may be evidence of a roof or plumbing problem. This is where the activepropertycare brendan approach can be useful as a reminder: look for the cause, not just the symptom. Key Takeaways Effective property maintenance is mostly about consistency. The most useful principles are: Deal with small problems before they become major ones. Inspect both indoor and outdoor areas regularly. Keep written maintenance records. Use seasonal checklists to stay organized. Do not attempt specialist repairs without the appropriate skills. Give safety issues priority over cosmetic improvements. Plan maintenance expenses instead of treating every repair as an emergency. Consider the property's age, construction, location, and usage when creating a maintenance schedule. For homeowners and landlords, activepropertycare brendan represents a broader lesson: property care works best when it is treated as an ongoing process rather than something that only happens when something breaks. Conclusion A well-maintained property does not happen by accident. It comes from noticing small changes, following a sensible maintenance routine, and taking action before minor problems become expensive disruptions. The value of a proactive approach is simple. Regular inspections can reveal warning signs, planned maintenance can make costs easier to manage, and timely repairs can help preserve the comfort and condition of a property. For anyone researching activepropertycare brendan, the most useful takeaway is not simply the name itself. It is the underlying principle of staying involved with property care. Whether you own a family home, manage a rental, or look after a larger property, consistent attention can make maintenance less stressful and more predictable. A few minutes spent checking a gutter, fixing a small leak, recording a repair, or inspecting an outdoor area may seem insignificant today. Over time, those small actions can protect both the property and the investment behind it. [[Category:Writing|Good Writing is Precise and Concise]] ahqs1lq73mh7vxzx2oml7gw7dsdv7ts 2821478 2821477 2026-08-11T16:40:19Z Atcovi 276019 Reverted edit by [[Special:Contributions/~2026-44185-69|~2026-44185-69]] ([[User_talk:~2026-44185-69|talk]]) to last version by [[User:MathXplore|MathXplore]] using [[Wikiversity:Rollback|rollback]] 2594789 wikitext text/x-wiki Effective communication is at the heart of successful writing, and the adage "less is more" holds particular significance when it comes to crafting compelling prose.<ref>ChatGPT generated this text responding to the prompt: "Write a essay 'good writing is precise and concise'"</ref> Good writing, therefore, is characterized by precision and conciseness. In this essay, we will explore the importance of these twin virtues in writing, examining how they enhance clarity, engage readers, and elevate the overall quality of written expression. Precision in writing involves choosing the right words and constructing sentences with exactness. Precision ensures that the intended meaning is conveyed without ambiguity or confusion. When a writer is precise, every word serves a purpose, and the reader is guided through a well-defined path of understanding. Ambiguities and vague expressions are replaced with specific details, leaving no room for misinterpretation. Conciseness, on the other hand, involves expressing ideas in the most efficient manner possible. It is the art of conveying information and conveying it effectively without unnecessary embellishments or redundant words. A concise piece of writing respects the reader's time and attention, delivering the message succinctly and directly. Brevity not only prevents reader fatigue but also enhances the impact of the message by eliminating superfluous details. One of the primary benefits of precise and concise writing is enhanced clarity. When a writer meticulously selects words and structures sentences with clarity in mind, the reader is more likely to grasp the intended meaning effortlessly. This clarity is crucial, whether the writing is informational, persuasive, or creative. Precision and conciseness prevent misunderstandings, ensuring that the reader navigates the text with a clear comprehension of the writer's message. Moreover, precision and conciseness contribute to reader engagement. In a world inundated with information, readers appreciate writing that respects their time and delivers value efficiently. A well-crafted sentence that is both precise and concise captures the reader's attention and sustains it. The absence of unnecessary words allows readers to stay focused on the substance of the writing, fostering a connection between the author and the audience. Additionally, good writing is often characterized by an economy of words that does not sacrifice depth. Rather than diluting the message, a concise expression of ideas compels the writer to choose words carefully, honing in on the most impactful language. This deliberate word choice adds layers to the writing, creating a richness that resonates with the reader. Each word carries weight, and the overall impact is intensified. In academic and professional settings, precision and conciseness are highly valued. Clear and concise writing is often more persuasive, as it allows the reader to follow the logic of an argument without getting lost in unnecessary details. Whether it's a business proposal, research paper, or policy document, the ability to convey complex ideas with precision and conciseness is a hallmark of effective communication. In conclusion, good writing is an art that marries precision and conciseness. The careful selection of words and the efficient arrangement of ideas contribute to clarity, engage the reader, and elevate the overall quality of the written piece. In a world where attention is a scarce resource, writers who master the balance of precision and conciseness stand out, leaving a lasting impact on their audience. [[Category:Writing|Good Writing is Precise and Concise]] 5jr8qapx0ujh7m705qlcyz8mn6lxb0k 0 303868 2821501 2818437 2026-08-11T22:16:01Z Mu301 3705 /* Getting started */ fmt 2821501 wikitext text/x-wiki [[File:Octave-11.1.0.png|thumb|right|The GNU Octave GUI workspace running on Linux.]] GNU Octave is a free-as-in-freedom mathematical software package and a programming language, with considerable compatibility with MATLAB, a proprietary package. This page complements Wikipedia and Wikibooks. It should help readers who want to learn GNU Octave rather than just read about it. For a start, the page collects links to learning materials outside of Wikiversity. ==Getting started== To get started, one can use {{URL|octave-online.net}}, avoiding the need to install Octave. Using that environment, one can peruse [https://wiki.octave.org/Using_Octave Using Octave] from octave.org, try the examples and modify them. One can then move to the Octave Programming Tutorial in Wikibooks and solve the exercises that it has. A few quick examples: * <syntaxhighlight lang="octave">octave:1> sin(3) ans = 0.1411</syntaxhighlight> ** Evaluates an expression and outputs the result. * <syntaxhighlight lang="octave">octave:2> x = 0:0.1:7; plot (x, sin (x));</syntaxhighlight> ** Plots sine function on the given range, with the given step of 0.1. * <syntaxhighlight lang="octave">octave:3> plot(x, sin(x), x, cos(x))</syntaxhighlight> ** Building on the above, plots multiple functions. * <syntaxhighlight lang="octave">octave:4> m = [1, 1, 2; 3, 5, 8; 13, 21, 34] m = 1 1 2 3 5 8 13 21 34</syntaxhighlight> ** Creates a matrix. Links: * [https://octave-online.net/ Try Octave online], octave-online.net ==Compatibility with MATLAB== As per octave.org, "The Octave syntax is largely compatible with Matlab."<ref>[https://octave.org/ octave.org]</ref> Moreover, differences between Octave and MATLAB are usually considered to be bugs. <ref>[https://wiki.octave.org/Differences_between_Octave_and_Matlab Differences between Octave and Matlab], wiki.octave.org</ref> Links: * {{W|GNU Octave#MATLAB compatibility}}, wikipedia.org ==References== <references/> ==Further reading== Wikipedia and Wikibooks: * {{W|GNU Octave}}, wikipedia.org * [[B:Octave Programming Tutorial|Octave Programming Tutorial]], wikibooks.org Official pages and documentation from octave.org: * [https://www.octave.org/ GNU Octave], octave.org * [https://wiki.octave.org/GNU_Octave_Wiki Octave], wiki.octave.org -- has links to different kinds of Octave documentation * [https://wiki.octave.org/Using_Octave Using Octave], wiki.octave.org -- a quick introduction * [https://wiki.octave.org/Octave_Basics Octave Basics], wiki.octave.org -- something like a reference card * [https://docs.octave.org/latest/ Top (GNU Octave (version 8.4.0))], docs.octave.org -- the complete documentation YouTube: * [https://www.youtube.com/watch?v=woiU5PRVm7M GNU Octave - Full Tutorial For Beginners], MCC Py Tutorials, youtube.com * [https://www.youtube.com/watch?v=LhPZwdhutgU Octave/MATLAB® for Beginners, Part 1: Starting from Scratch], MIT OpenCourseWare, youtube.com Other: * [https://octave-online.net/ Try Octave online], octave-online.net * [http://www-h.eng.cam.ac.uk/help/programs/octave/tutorial/ CUED - Introduction to Octave], www-h.eng.cam.ac.uk -- a single-page introduction with about 15 000 words * [https://learnxinyminutes.com/docs/matlab/ Learn MATLAB in Y Minutes], learnxinyminutes.com -- although for MATLAB, will work to a considerable extent for Octave [[Category:GNU Octave|*]] 5s7ke2m580sz9io8z8k4gvl9fhza93k 2821502 2821501 2026-08-11T22:17:16Z Mu301 3705 /* Getting started */ fmt 2821502 wikitext text/x-wiki [[File:Octave-11.1.0.png|thumb|right|The GNU Octave GUI workspace running on Linux.]] GNU Octave is a free-as-in-freedom mathematical software package and a programming language, with considerable compatibility with MATLAB, a proprietary package. This page complements Wikipedia and Wikibooks. It should help readers who want to learn GNU Octave rather than just read about it. For a start, the page collects links to learning materials outside of Wikiversity. ==Getting started== To get started, one can use {{URL|octave-online.net}}, avoiding the need to install Octave. Using that environment, one can peruse [https://wiki.octave.org/Using_Octave Using Octave] from octave.org, try the examples and modify them. One can then move to the Octave Programming Tutorial in Wikibooks and solve the exercises that it has. A few quick examples: <syntaxhighlight lang="octave">octave:1> sin(3) ans = 0.1411</syntaxhighlight> * Evaluates an expression and outputs the result. <syntaxhighlight lang="octave">octave:2> x = 0:0.1:7; plot (x, sin (x));</syntaxhighlight> * Plots sine function on the given range, with the given step of 0.1. <syntaxhighlight lang="octave">octave:3> plot(x, sin(x), x, cos(x))</syntaxhighlight> * Building on the above, plots multiple functions. <syntaxhighlight lang="octave">octave:4> m = [1, 1, 2; 3, 5, 8; 13, 21, 34] m = 1 1 2 3 5 8 13 21 34</syntaxhighlight> * Creates a matrix. Links: * [https://octave-online.net/ Try Octave online], octave-online.net ==Compatibility with MATLAB== As per octave.org, "The Octave syntax is largely compatible with Matlab."<ref>[https://octave.org/ octave.org]</ref> Moreover, differences between Octave and MATLAB are usually considered to be bugs. <ref>[https://wiki.octave.org/Differences_between_Octave_and_Matlab Differences between Octave and Matlab], wiki.octave.org</ref> Links: * {{W|GNU Octave#MATLAB compatibility}}, wikipedia.org ==References== <references/> ==Further reading== Wikipedia and Wikibooks: * {{W|GNU Octave}}, wikipedia.org * [[B:Octave Programming Tutorial|Octave Programming Tutorial]], wikibooks.org Official pages and documentation from octave.org: * [https://www.octave.org/ GNU Octave], octave.org * [https://wiki.octave.org/GNU_Octave_Wiki Octave], wiki.octave.org -- has links to different kinds of Octave documentation * [https://wiki.octave.org/Using_Octave Using Octave], wiki.octave.org -- a quick introduction * [https://wiki.octave.org/Octave_Basics Octave Basics], wiki.octave.org -- something like a reference card * [https://docs.octave.org/latest/ Top (GNU Octave (version 8.4.0))], docs.octave.org -- the complete documentation YouTube: * [https://www.youtube.com/watch?v=woiU5PRVm7M GNU Octave - Full Tutorial For Beginners], MCC Py Tutorials, youtube.com * [https://www.youtube.com/watch?v=LhPZwdhutgU Octave/MATLAB® for Beginners, Part 1: Starting from Scratch], MIT OpenCourseWare, youtube.com Other: * [https://octave-online.net/ Try Octave online], octave-online.net * [http://www-h.eng.cam.ac.uk/help/programs/octave/tutorial/ CUED - Introduction to Octave], www-h.eng.cam.ac.uk -- a single-page introduction with about 15 000 words * [https://learnxinyminutes.com/docs/matlab/ Learn MATLAB in Y Minutes], learnxinyminutes.com -- although for MATLAB, will work to a considerable extent for Octave [[Category:GNU Octave|*]] moleclk60hpip1ttmxfaw0ac8admm17 2821503 2821502 2026-08-11T22:19:32Z Mu301 3705 /* Getting started */ iw links 2821503 wikitext text/x-wiki [[File:Octave-11.1.0.png|thumb|right|The GNU Octave GUI workspace running on Linux.]] GNU Octave is a free-as-in-freedom mathematical software package and a programming language, with considerable compatibility with MATLAB, a proprietary package. This page complements Wikipedia and Wikibooks. It should help readers who want to learn GNU Octave rather than just read about it. For a start, the page collects links to learning materials outside of Wikiversity. ==Getting started== To get started, one can use {{URL|octave-online.net}}, avoiding the need to install Octave. Using that environment, one can peruse [https://wiki.octave.org/Using_Octave Using Octave] from octave.org, try the examples and modify them. One can then move to the [[b:Octave Programming Tutorial|Octave Programming Tutorial]] in Wikibooks and solve the exercises that it has. A few quick examples: <syntaxhighlight lang="octave">octave:1> sin(3) ans = 0.1411</syntaxhighlight> * Evaluates an expression and outputs the result. <syntaxhighlight lang="octave">octave:2> x = 0:0.1:7; plot (x, sin (x));</syntaxhighlight> * Plots sine function on the given range, with the given step of 0.1. <syntaxhighlight lang="octave">octave:3> plot(x, sin(x), x, cos(x))</syntaxhighlight> * Building on the above, plots multiple functions. <syntaxhighlight lang="octave">octave:4> m = [1, 1, 2; 3, 5, 8; 13, 21, 34] m = 1 1 2 3 5 8 13 21 34</syntaxhighlight> * Creates a matrix. Links: * [https://octave-online.net/ Try Octave online], octave-online.net ==Compatibility with MATLAB== As per octave.org, "The Octave syntax is largely compatible with Matlab."<ref>[https://octave.org/ octave.org]</ref> Moreover, differences between Octave and MATLAB are usually considered to be bugs. <ref>[https://wiki.octave.org/Differences_between_Octave_and_Matlab Differences between Octave and Matlab], wiki.octave.org</ref> Links: * {{W|GNU Octave#MATLAB compatibility}}, wikipedia.org ==References== <references/> ==Further reading== Wikipedia and Wikibooks: * {{W|GNU Octave}}, wikipedia.org * [[B:Octave Programming Tutorial|Octave Programming Tutorial]], wikibooks.org Official pages and documentation from octave.org: * [https://www.octave.org/ GNU Octave], octave.org * [https://wiki.octave.org/GNU_Octave_Wiki Octave], wiki.octave.org -- has links to different kinds of Octave documentation * [https://wiki.octave.org/Using_Octave Using Octave], wiki.octave.org -- a quick introduction * [https://wiki.octave.org/Octave_Basics Octave Basics], wiki.octave.org -- something like a reference card * [https://docs.octave.org/latest/ Top (GNU Octave (version 8.4.0))], docs.octave.org -- the complete documentation YouTube: * [https://www.youtube.com/watch?v=woiU5PRVm7M GNU Octave - Full Tutorial For Beginners], MCC Py Tutorials, youtube.com * [https://www.youtube.com/watch?v=LhPZwdhutgU Octave/MATLAB® for Beginners, Part 1: Starting from Scratch], MIT OpenCourseWare, youtube.com Other: * [https://octave-online.net/ Try Octave online], octave-online.net * [http://www-h.eng.cam.ac.uk/help/programs/octave/tutorial/ CUED - Introduction to Octave], www-h.eng.cam.ac.uk -- a single-page introduction with about 15 000 words * [https://learnxinyminutes.com/docs/matlab/ Learn MATLAB in Y Minutes], learnxinyminutes.com -- although for MATLAB, will work to a considerable extent for Octave [[Category:GNU Octave|*]] ipnpq22916uqqtqz1gbjx6ggdowa8ou 2821504 2821503 2026-08-11T22:25:28Z Mu301 3705 /* Getting started */ fmt 2821504 wikitext text/x-wiki [[File:Octave-11.1.0.png|thumb|right|The GNU Octave GUI workspace running on Linux.]] GNU Octave is a free-as-in-freedom mathematical software package and a programming language, with considerable compatibility with MATLAB, a proprietary package. This page complements Wikipedia and Wikibooks. It should help readers who want to learn GNU Octave rather than just read about it. For a start, the page collects links to learning materials outside of Wikiversity. ==Getting started== To get started, one can use {{URL|octave-online.net}}, avoiding the need to install Octave. Using that environment, one can peruse [https://wiki.octave.org/Using_Octave Using Octave] from octave.org, try the examples and modify them. One can then move to the [[b:Octave Programming Tutorial|Octave Programming Tutorial]] in Wikibooks and solve the exercises that it has. A few quick examples: <syntaxhighlight lang="octave">octave:1> sin(3) ans = 0.1411</syntaxhighlight> * Evaluates an expression and outputs the result. <syntaxhighlight lang="octave">octave:2> x = 0:0.1:7; plot (x, sin (x));</syntaxhighlight> * Plots sine function on the given range, with the given step of 0.1. <syntaxhighlight lang="octave">octave:3> plot(x, sin(x), x, cos(x));</syntaxhighlight> * Building on the above, plots multiple functions. <syntaxhighlight lang="octave">octave:4> m = [1, 1, 2; 3, 5, 8; 13, 21, 34] m = 1 1 2 3 5 8 13 21 34 </syntaxhighlight> * Creates a matrix. Note: that the ";" character at the end of a line suppresses text output and the "plot" function opens a new window containing a graph. ==Compatibility with MATLAB== As per octave.org, "The Octave syntax is largely compatible with Matlab."<ref>[https://octave.org/ octave.org]</ref> Moreover, differences between Octave and MATLAB are usually considered to be bugs. <ref>[https://wiki.octave.org/Differences_between_Octave_and_Matlab Differences between Octave and Matlab], wiki.octave.org</ref> Links: * {{W|GNU Octave#MATLAB compatibility}}, wikipedia.org ==References== <references/> ==Further reading== Wikipedia and Wikibooks: * {{W|GNU Octave}}, wikipedia.org * [[B:Octave Programming Tutorial|Octave Programming Tutorial]], wikibooks.org Official pages and documentation from octave.org: * [https://www.octave.org/ GNU Octave], octave.org * [https://wiki.octave.org/GNU_Octave_Wiki Octave], wiki.octave.org -- has links to different kinds of Octave documentation * [https://wiki.octave.org/Using_Octave Using Octave], wiki.octave.org -- a quick introduction * [https://wiki.octave.org/Octave_Basics Octave Basics], wiki.octave.org -- something like a reference card * [https://docs.octave.org/latest/ Top (GNU Octave (version 8.4.0))], docs.octave.org -- the complete documentation YouTube: * [https://www.youtube.com/watch?v=woiU5PRVm7M GNU Octave - Full Tutorial For Beginners], MCC Py Tutorials, youtube.com * [https://www.youtube.com/watch?v=LhPZwdhutgU Octave/MATLAB® for Beginners, Part 1: Starting from Scratch], MIT OpenCourseWare, youtube.com Other: * [https://octave-online.net/ Try Octave online], octave-online.net * [http://www-h.eng.cam.ac.uk/help/programs/octave/tutorial/ CUED - Introduction to Octave], www-h.eng.cam.ac.uk -- a single-page introduction with about 15 000 words * [https://learnxinyminutes.com/docs/matlab/ Learn MATLAB in Y Minutes], learnxinyminutes.com -- although for MATLAB, will work to a considerable extent for Octave [[Category:GNU Octave|*]] kiacapqhs6mihyhro077bpm2xobenlr 2821508 2821504 2026-08-11T22:44:33Z Mu301 3705 link fix 2821508 wikitext text/x-wiki [[File:Octave-11.1.0.png|thumb|right|The GNU Octave GUI workspace running on Linux.]] GNU Octave is a free-as-in-freedom mathematical software package and a programming language, with considerable compatibility with MATLAB, a proprietary package. This page complements Wikipedia and Wikibooks. It should help readers who want to learn GNU Octave rather than just read about it. For a start, the page collects links to learning materials outside of Wikiversity. ==Getting started== To get started, one can use {{URL|octave-online.net}}, avoiding the need to install Octave. Using that environment, one can peruse [https://wiki.octave.org/Using_Octave Using Octave] from octave.org, try the examples and modify them. One can then move to the [[b:Octave Programming Tutorial|Octave Programming Tutorial]] in Wikibooks and solve the exercises that it has. A few quick examples: <syntaxhighlight lang="octave">octave:1> sin(3) ans = 0.1411</syntaxhighlight> * Evaluates an expression and outputs the result. <syntaxhighlight lang="octave">octave:2> x = 0:0.1:7; plot (x, sin (x));</syntaxhighlight> * Plots sine function on the given range, with the given step of 0.1. <syntaxhighlight lang="octave">octave:3> plot(x, sin(x), x, cos(x));</syntaxhighlight> * Building on the above, plots multiple functions. <syntaxhighlight lang="octave">octave:4> m = [1, 1, 2; 3, 5, 8; 13, 21, 34] m = 1 1 2 3 5 8 13 21 34 </syntaxhighlight> * Creates a matrix. Note: that the ";" character at the end of a line suppresses text output and the "plot" function opens a new window containing a graph. ==Compatibility with MATLAB== As per octave.org, "The Octave syntax is largely compatible with Matlab."<ref>[https://octave.org/ GNU Octave]</ref> Moreover, differences between Octave and MATLAB are usually considered to be bugs. <ref>[https://wiki.octave.org/Differences_between_Octave_and_Matlab Differences between Octave and Matlab], wiki.octave.org</ref> Links: * {{W|GNU Octave#MATLAB compatibility}}, wikipedia.org ==References== <references/> ==Further reading== Wikipedia and Wikibooks: * {{W|GNU Octave}}, wikipedia.org * [[B:Octave Programming Tutorial|Octave Programming Tutorial]], wikibooks.org Official pages and documentation from octave.org: * [https://www.octave.org/ GNU Octave], octave.org * [https://wiki.octave.org/GNU_Octave_Wiki Octave], wiki.octave.org -- has links to different kinds of Octave documentation * [https://wiki.octave.org/Using_Octave Using Octave], wiki.octave.org -- a quick introduction * [https://wiki.octave.org/Octave_Basics Octave Basics], wiki.octave.org -- something like a reference card * [https://docs.octave.org/latest/ Top (GNU Octave (version 8.4.0))], docs.octave.org -- the complete documentation YouTube: * [https://www.youtube.com/watch?v=woiU5PRVm7M GNU Octave - Full Tutorial For Beginners], MCC Py Tutorials, youtube.com * [https://www.youtube.com/watch?v=LhPZwdhutgU Octave/MATLAB® for Beginners, Part 1: Starting from Scratch], MIT OpenCourseWare, youtube.com Other: * [https://octave-online.net/ Try Octave online], octave-online.net * [http://www-h.eng.cam.ac.uk/help/programs/octave/tutorial/ CUED - Introduction to Octave], www-h.eng.cam.ac.uk -- a single-page introduction with about 15 000 words * [https://learnxinyminutes.com/docs/matlab/ Learn MATLAB in Y Minutes], learnxinyminutes.com -- although for MATLAB, will work to a considerable extent for Octave [[Category:GNU Octave|*]] 7w8urym1n33zikfe2inak5aswrs3qhx 2821509 2821508 2026-08-11T22:46:02Z Mu301 3705 /* Getting started */ 2821509 wikitext text/x-wiki [[File:Octave-11.1.0.png|thumb|right|The GNU Octave GUI workspace running on Linux.]] GNU Octave is a free-as-in-freedom mathematical software package and a programming language, with considerable compatibility with MATLAB, a proprietary package. This page complements Wikipedia and Wikibooks. It should help readers who want to learn GNU Octave rather than just read about it. For a start, the page collects links to learning materials outside of Wikiversity. ==Getting started== To get started, one can use {{URL|octave-online.net}}, avoiding the need to install Octave. Using that environment, one can peruse [https://wiki.octave.org/Using_Octave Using Octave] from octave.org, try the examples and modify them. One can then move to the [[b:Octave Programming Tutorial|Octave Programming Tutorial]] in Wikibooks and solve the exercises that it has. A few quick examples: <syntaxhighlight lang="octave">octave:1> sin(3) ans = 0.1411</syntaxhighlight> * Evaluates an expression and outputs the result. <syntaxhighlight lang="octave">octave:2> x = 0:0.1:7; plot (x, sin (x));</syntaxhighlight> * Plots sine function on the given range, with the given step of 0.1. <syntaxhighlight lang="octave">octave:3> plot(x, sin(x), x, cos(x));</syntaxhighlight> * Building on the above, plots multiple functions. <syntaxhighlight lang="octave">octave:4> m = [1, 1, 2; 3, 5, 8; 13, 21, 34] m = 1 1 2 3 5 8 13 21 34 </syntaxhighlight> * Creates a matrix. Notes: the ";" character at the end of a line suppresses text output and the "plot" function opens a new window containing a graph. ==Compatibility with MATLAB== As per octave.org, "The Octave syntax is largely compatible with Matlab."<ref>[https://octave.org/ GNU Octave]</ref> Moreover, differences between Octave and MATLAB are usually considered to be bugs. <ref>[https://wiki.octave.org/Differences_between_Octave_and_Matlab Differences between Octave and Matlab], wiki.octave.org</ref> Links: * {{W|GNU Octave#MATLAB compatibility}}, wikipedia.org ==References== <references/> ==Further reading== Wikipedia and Wikibooks: * {{W|GNU Octave}}, wikipedia.org * [[B:Octave Programming Tutorial|Octave Programming Tutorial]], wikibooks.org Official pages and documentation from octave.org: * [https://www.octave.org/ GNU Octave], octave.org * [https://wiki.octave.org/GNU_Octave_Wiki Octave], wiki.octave.org -- has links to different kinds of Octave documentation * [https://wiki.octave.org/Using_Octave Using Octave], wiki.octave.org -- a quick introduction * [https://wiki.octave.org/Octave_Basics Octave Basics], wiki.octave.org -- something like a reference card * [https://docs.octave.org/latest/ Top (GNU Octave (version 8.4.0))], docs.octave.org -- the complete documentation YouTube: * [https://www.youtube.com/watch?v=woiU5PRVm7M GNU Octave - Full Tutorial For Beginners], MCC Py Tutorials, youtube.com * [https://www.youtube.com/watch?v=LhPZwdhutgU Octave/MATLAB® for Beginners, Part 1: Starting from Scratch], MIT OpenCourseWare, youtube.com Other: * [https://octave-online.net/ Try Octave online], octave-online.net * [http://www-h.eng.cam.ac.uk/help/programs/octave/tutorial/ CUED - Introduction to Octave], www-h.eng.cam.ac.uk -- a single-page introduction with about 15 000 words * [https://learnxinyminutes.com/docs/matlab/ Learn MATLAB in Y Minutes], learnxinyminutes.com -- although for MATLAB, will work to a considerable extent for Octave [[Category:GNU Octave|*]] ly65h62er6gienn554qh1gtu2ja7ak7 2821510 2821509 2026-08-11T22:48:40Z Mu301 3705 /* Getting started */ fmt 2821510 wikitext text/x-wiki [[File:Octave-11.1.0.png|thumb|right|The GNU Octave GUI workspace running on Linux.]] GNU Octave is a free-as-in-freedom mathematical software package and a programming language, with considerable compatibility with MATLAB, a proprietary package. This page complements Wikipedia and Wikibooks. It should help readers who want to learn GNU Octave rather than just read about it. For a start, the page collects links to learning materials outside of Wikiversity. ==Getting started== To get started, one can use {{URL|octave-online.net|Octave Online}}, avoiding the need to install Octave. Using that environment, one can peruse {{URL|wiki.octave.org/Using_Octave|Using Octave}} from octave.org, try the examples and modify them. One can then move to the [[b:Octave Programming Tutorial|Octave Programming Tutorial]] in Wikibooks and solve the exercises that it has. A few quick examples: <syntaxhighlight lang="octave">octave:1> sin(3) ans = 0.1411</syntaxhighlight> * Evaluates an expression and outputs the result. <syntaxhighlight lang="octave">octave:2> x = 0:0.1:7; plot (x, sin (x));</syntaxhighlight> * Plots sine function on the given range, with the given step of 0.1. <syntaxhighlight lang="octave">octave:3> plot(x, sin(x), x, cos(x));</syntaxhighlight> * Building on the above, plots multiple functions. <syntaxhighlight lang="octave">octave:4> m = [1, 1, 2; 3, 5, 8; 13, 21, 34] m = 1 1 2 3 5 8 13 21 34 </syntaxhighlight> * Creates a matrix. Notes: the ";" character at the end of a line suppresses text output and the "plot" function opens a new window containing a graph. ==Compatibility with MATLAB== As per octave.org, "The Octave syntax is largely compatible with Matlab."<ref>[https://octave.org/ GNU Octave]</ref> Moreover, differences between Octave and MATLAB are usually considered to be bugs. <ref>[https://wiki.octave.org/Differences_between_Octave_and_Matlab Differences between Octave and Matlab], wiki.octave.org</ref> Links: * {{W|GNU Octave#MATLAB compatibility}}, wikipedia.org ==References== <references/> ==Further reading== Wikipedia and Wikibooks: * {{W|GNU Octave}}, wikipedia.org * [[B:Octave Programming Tutorial|Octave Programming Tutorial]], wikibooks.org Official pages and documentation from octave.org: * [https://www.octave.org/ GNU Octave], octave.org * [https://wiki.octave.org/GNU_Octave_Wiki Octave], wiki.octave.org -- has links to different kinds of Octave documentation * [https://wiki.octave.org/Using_Octave Using Octave], wiki.octave.org -- a quick introduction * [https://wiki.octave.org/Octave_Basics Octave Basics], wiki.octave.org -- something like a reference card * [https://docs.octave.org/latest/ Top (GNU Octave (version 8.4.0))], docs.octave.org -- the complete documentation YouTube: * [https://www.youtube.com/watch?v=woiU5PRVm7M GNU Octave - Full Tutorial For Beginners], MCC Py Tutorials, youtube.com * [https://www.youtube.com/watch?v=LhPZwdhutgU Octave/MATLAB® for Beginners, Part 1: Starting from Scratch], MIT OpenCourseWare, youtube.com Other: * [https://octave-online.net/ Try Octave online], octave-online.net * [http://www-h.eng.cam.ac.uk/help/programs/octave/tutorial/ CUED - Introduction to Octave], www-h.eng.cam.ac.uk -- a single-page introduction with about 15 000 words * [https://learnxinyminutes.com/docs/matlab/ Learn MATLAB in Y Minutes], learnxinyminutes.com -- although for MATLAB, will work to a considerable extent for Octave [[Category:GNU Octave|*]] llz58pgoe0vaa6sswi4wnajtd1lng01 0 305491 2821561 2781325 2026-08-12T03:37:16Z ~2026-44183-66 3106776 /* */ 2821561 wikitext text/x-wiki {{Dynamic List}} {| class="wikitable" !Generation !Mccrindle !Pew !Strauss-Howe !Japanese Traditional Generations !GenWHY |- |Arthurian | rowspan="19" |N/A | rowspan="19" |N/A |1433-1460 (28) | | |- |Humanist |1461-1482 (22) | | |- |Reformation |1483-1511 (29) | | |- |Reprisal |1512-1540 (29) | | |- |Elizabethan |1541-1565 (25) | | |- |Parliamentary |1566-1587 (22) | | |- |Puritan |1588-1617 (30) | | |- |Cavalier |1618-1647 (30) | | |- |Glorious |1648-1673 (26) | | |- |Enlightenment |1674-1700 (27) | | |- |Awakening |1701-1723 (23) | | |- |Liberty |1724-1741 (18) | | |- |Republican |1742-1766 (25) | | |- |Compromise |1767-1791 (25) | | |- |Transcendental |1792-1821 (30) | | |- |Gilded |1822-1842 (21) | | |- |Progressive |1843-1859 (17) | | |- |Missionary |1860-1882 (23) |明治一桁世代 (Meiji Hitoketa Sedai) 1868-1877 (10) | |- |Lost |1883-1900 (18) |明治二桁世代 (Meiji Futaketa Sedai) 1878-1911 (34) | |- |G.I. |?-1924 |?-1927 |1901-1924 (24) |大正世代 (Taisho Sedai) 1912-1925 (13) | |- |Silent |1925-1945 (21) |1928-1945 (18) |1925-1942 (18) |昭和一桁世代 (Showa Hitoketa Sedai) 1926-1935 (10) 焼け跡世代 (Yakeato Sedai) 1935-1946 (12) |1924-1945 (22) |- |Baby Boom |1946-1964 (19) |1946-1964 (19) |1943-1960 (18) |団塊世代 (Dankai "Boomer" Sedai) 1947-1950 (4) - cusp しらけ世代 (Shirake Sedai) 1951-1964 (14) |1946-1965 (20) |- |Generation X |1965-1979 (15) |1965-1980 (16) |1961-1981 (21) |バブル世代 (Baburu "Bubble" Sedai) 1965-1970 (6) - cusp 氷河期世代** (Hyougakki "Ice Age" Sedai) 1971-1981 (11) |1965-1984 (20) |- |Millennial |1980-1994 (15) |1981-1996 (16) |1982-2005 (24) |プレッシャー世代 (Puresshaa "Pressure" Sedai) 1982-1986 (5) - cusp ゆとり世代 (Yutori Sedai) 1987-1996 (10) |1985-2005 (21) |- |Generation Z |1995-2009 (15) |1997-2012 (16) |N/A |脱ゆとり・さとり世代 (Datsu Yutori / Satori Sedai) 1997-2004 (8) - cusp コロナ世代*** (Korona "COVID" Sedai) 2001-2014 (14) |N/A |- |Generation Alpha |2010-2024 (15) |2013-? |2006-2029 (24) |TBD |2006-mid 2020s (19-21*) |- |Generation Beta |2025-2039 (15) |TBD |2030-early 2050s (20-25*) |TBD |TBD |} <nowiki>*</nowiki> = Based on the definition of S&H generations being approximately 20-25 years. <nowiki>**</nowiki> = This can further be divided up into 団塊ジュニア世代 (Dankai Jr. "Boomer Jr." Sedai) (early 1970s) and the rest ポスト団塊ジュニア世代 (Post Dankai Jr. Sedai) (late 1970s-1981) <nowiki>***</nowiki> = (As of 2024,) it is generally accepted as someone who was 5 (turning 6) to 19 years old in 2020 (start of COVID-19 pandemic), which likely affected their school years (K-12 and university). According to a 2022 survey from Japanese high school students, they considered themselves as コロナ世代. (However, it won't be confirmed until c. 2032 when all of them are 18 or older to see if this name stays). In the context of working, however, it can be defined as 1998-2006 (age 18-26 in 2024). This is because during the COVID pandemic (2020-2024), they became adults and were in university during part or all of this time period. There is also a chance that this could be the last Japanese traditional generation name because Japanese people are beginning to use the English generation names (e.g., Z世代・α世代). <nowiki>****</nowiki> = Based on GenWHY generations ranging approximately 20-22 years. {| class="wikitable" ! rowspan="2" |Birth year range ! colspan="5" |English Generation !Japanese Generation |- !McCrindle !Pew !Strauss-Howe ! colspan="2" |Summary ! |- |1433-1460 | rowspan="23" |N/A | rowspan="25" |N/A |Arthurian | colspan="2" |Arthurian | rowspan="18" |N/A |- |1461-1482 |Humanist | colspan="2" |Humanist |- |1483-1511 |Reformation | colspan="2" |Reformation |- |1512-1540 |Reprisal | colspan="2" |Reprisal |- |1541-1565 |Elizabethan | colspan="2" |Elizabethan |- |1566-1587 |Parliamentary | colspan="2" |Parliamentary |- |1588-1617 |Puritan | colspan="2" |Puritan |- |1618-1647 |Cavalier | colspan="2" |Cavalier |- |1648-1673 |Glorious | colspan="2" |Glorious |- |1674-1700 |Enlightenment | colspan="2" |Enlightenment |- |1701-1723 |Awakening | colspan="2" |Awakening |- |1724-1741 |Liberty | colspan="2" |Liberty |- |1742-1766 |Republican | colspan="2" |Republican |- |1767-1791 |Compromise | colspan="2" |Compromise |- |1792-1821 |Transcendental | colspan="2" |Transcendental |- |1822-1842 |Gilded | colspan="2" |Gilded |- |1843-1859 |Progressive | colspan="2" |Progressive |- |1860-1867 | rowspan="3" |Missionary | colspan="2" rowspan="3" |Missionary |- |1868-1877 |明治一桁世代 (Meiji Hitoketa Sedai) |- |1878-1882 | rowspan="3" |明治二桁世代 (Meiji Futaketa Sedai) |- |1883-1900 |Lost | colspan="2" |Lost |- |1901-1911 | rowspan="2" |G.I. | colspan="2" rowspan="2" |G.I |- |1912-1924 | rowspan="2" |大正世代 (Taisho Sedai) |- |1925 | rowspan="6" |Builder | rowspan="5" |Silent | rowspan="2" |G.I ! rowspan="2" |Silent |- |1926-1927 | rowspan="2" |昭和一桁世代 (Showa Hitoketa Sedai) |- |1928-1934 | rowspan="4" |Silent | colspan="2" rowspan="3" |Silent |- |1935 |昭和一桁世代 (Showa Hitoketa Sedai) / 焼け跡世代 (Yakeato Sedai) |- |1936-1942 | rowspan="3" |焼け跡世代 (Yakeato Sedai) |- |1943-1945 | rowspan="4" |Baby Boom !Silent |Baby Boom |- |1946 | rowspan="4" |Baby Boom | rowspan="4" |Baby Boom | colspan="2" rowspan="3" |Baby Boom |- |1947-1950 |団塊世代 (Dankai "Boomer" Sedai) |- |1951-1960 | rowspan="2" |しらけ世代 (Shirake Sedai) |- |1961-1964 | rowspan="5" |Generation X !Baby Boom |Generation X |- |1965-1970 | rowspan="2" |Generation X | rowspan="3" |Generation X | colspan="2" rowspan="2" |Generation X |バブル世代 (Baburu "Bubble" Sedai) |- |1971-1979 | rowspan="3" |氷河期世代** (Hyougakki "Ice Age" Sedai) |- |1980 | rowspan="4" |Generation Y !Generation X |Millennial |- |1981 | rowspan="4" |Millennial |Generation X !Millennial |- |1982-1986 | rowspan="5" |Millennial | colspan="2" rowspan="2" |Millennial |プレッシャー世代 (Puresshaa "Pressure" Sedai) |- |1987-1994 | rowspan="2" |ゆとり世代 (Yutori Sedai) |- |1995-1996 | rowspan="4" |Generation Z !Millennial |Generation Z |- |1997-2004 | rowspan="4" |Generation Z | rowspan="2" |Millennial ! rowspan="2" |Generation Z |脱ゆとり・さとり世代 (Datsu Yutori / Satori Sedai) |- |2005 | |- |2006-2009 | rowspan="4" |Homeland !Generation Z | | |- |2010-2012 | rowspan="2" |Generation Alpha |Generation Z !Generation Alpha | |- |2013-2024 | rowspan="3" |TBD | colspan="2" |Generation Alpha | |- |2025-2029 | rowspan="2" |Generation Beta | colspan="2" rowspan="2" |TBD | |- |2030-2039 |TBD | |} {| class="wikitable" !Generation !Strictest !Probable !Broadest |- |Arthurian |1433-1460 (28) |1433-1460 (28) |1433-1460 (28) |- |Humanist |1461-1482 (22) |1461-1482 (22) |1461-1482 (22) |- |Reformation |1483-1511 (29) |1483-1511 (29) |1483-1511 (29) |- |Reprisal |1512-1540 (29) |1512-1540 (29) |1512-1540 (29) |- |Elizabethan |1541-1565 (25) |1541-1565 (25) |1541-1565 (25) |- |Parliamentary |1566-1587 (22) |1566-1587 (22) |1566-1587 (22) |- |Puritan |1588-1617 (30) |1588-1617 (30) |1588-1617 (30) |- |Cavalier |1618-1647 (30) |1618-1647 (30) |1618-1647 (30) |- |Glorious |1648-1673 (26) |1648-1673 (26) |1648-1673 (26) |- |Enlightenment |1674-1700 (27) |1674-1700 (27) |1674-1700 (27) |- |Awakening |1701-1723 (23) |1701-1723 (23) |1701-1723 (23) |- |Liberty |1724-1741 (18) |1724-1741 (18) |1724-1741 (18) |- |Republican |1742-1766 (25) |1742-1766 (25) |1742-1766 (25) |- |Compromise |1767-1791 (25) |1767-1791 (25) |1767-1791 (25) |- |Transcendental |1792-1821 (30) |1792-1821 (30) |1792-1821 (30) |- |Gilded |1822-1842 (21) |1822-1842 (21) |1822-1842 (21) |- |Progressive |1843-1859 (17) |1843-1859 (17) |1843-1859 (17) |- |Missionary |1860-1882 (23) |1860-1882 (23) |1860-1882 (23) |- |Lost |1883-1900 (18) |1883-1900 (18) |1883-1900 (18) |- |G.I. |1901-1924 (24) |1901-1924 (24) |1901-1927 (27) |- |Silent |1928-1942 (15) |1925-1945 (21) |1925-1945 (21) |- |Baby Boom |1946-1960 (15) |1946-1964 (19) |1943-1964 (22) |- |Generation X |1965-1979 (15) |1965-1980 (16) |1961-1981 (21) |- |Millennial |1982-1994 (13) |1981-1996 (16) |1980-2005 (26) |- |Generation Z |1995-2012 (18) |1997-2009 (13) |1995-2012 (18) |- |Generation Alpha |2013-2024 (12) |2010-2024 (15) |2010-2029 (19) |- |Generation Beta |2025-2039 (14) |2025-? |2025-? |} == Notes == [a] Mccrindle's 'Builders' align best with other models' Silent Generation [b] Mccrindle's 'Generation Y' aligns best with other models' Millennial Generation [c] Whilst not explicit, any direct successor of Generation Z proposed by Pew Research Center must align best with other Mccrindle's 'Gen Alpha' and S&H's 'Homeland Generation' [d] S&H's 'Homeland Generation' aligns best with Mccrindle's Generation Alpha == References == https://mccrindle.com.au/article/topic/demographics/the-generations-defined/ https://www.pewresearch.org/short-reads/2019/01/17/where-millennials-end-and-generation-z-begins/ https://en.wikipedia.org/wiki/Strauss%E2%80%93Howe_generational_theory https://www.genwhy.com/_files/ugd/5ccc25_695074dbc5724d76ae103635b5d9ab5d.pdf 09fkgq0n8at7i8phfinb3u4xs5an3n5 0 305659 2821482 2821371 2026-08-11T19:27:41Z ~2026-44145-06 3106709 /* The galactic ecliptic node near Sagittarius */ 2821482 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === A '''galactic ecliptic node''' is an intersection point on the celestial sphere where the plane of Earth's orbit (the ecliptic) crosses the plane of the Milky Way (the galactic equator). One of these intersection points is currently located near the Sagittarius constellation. '''Sagittarius A*''' (abbreviated as Sgr A* and pronounced "Sagittarius A-star") is the supermassive black hole located at the center of our Milky Way galaxy. As the Sun orbits the Galactic center, the galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Ophiuchus_Galactic_Equatorial_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] Within the context of the Bully timekeeping system, the path of the galactic ecliptic node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The Sagittarius node, shown in '''Figure 5d''', is currently located 6.44° away from Sagittarius A* on the celestial sphere. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.44° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.44^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 930.10 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 930 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 930-parsec distance falls just below the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we are still within the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{8}{10}</math> Weeks}} || {{nowrap|{{color|blue|''800 parsecs''}}}} ||'''{{nowrap|8207 E07E 07E0}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{9}{10}</math> Weeks}} || {{nowrap|{{color|blue|''900 parsecs''}}}} ||'''{{nowrap|8208 DC8D C8DC}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{28}{30}</math> Weeks}} || {{nowrap|{{color|blue|''933&#8201;<math>\frac{1}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 3093 0930}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{29}{30}</math> Weeks}} || {{nowrap|{{color|blue|''966&#8201;<math>\frac{2}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 8498 4984}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{1006}{1000}</math> Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{1007}{1000}</math> Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{1008}{1000}</math> Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{1009}{1000}</math> Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{11}{10}</math> Weeks}} || {{nowrap|{{color|blue|''1100 parsecs''}}}} ||'''{{nowrap|820A D4AD 4AD4}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] lvm4k2xt0v13t5r6ho8sm0lj0vhobly 2821483 2821482 2026-08-11T19:34:14Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821483 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === A '''galactic ecliptic node''' is an intersection point on the celestial sphere where the plane of Earth's orbit (the ecliptic) crosses the plane of the Milky Way (the galactic equator). One of these intersection points is currently located near the Sagittarius constellation. '''Sagittarius A*''' (abbreviated as Sgr A* and pronounced "Sagittarius A-star") is the supermassive black hole located at the center of our Milky Way galaxy. As the Sun orbits the Galactic center, the galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Ophiuchus_Galactic_Equatorial_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] Within the context of the Bully timekeeping system, the path of the galactic ecliptic node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The Sagittarius node, shown in '''Figure 5d''', is currently located 6.44° away from Sagittarius A* on the celestial sphere. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.44° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.44^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 930.10 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 930 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 930-parsec distance falls just below the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we are still within the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{8}{10}</math> Weeks}} || {{nowrap|{{color|blue|''800 parsecs''}}}} ||'''{{nowrap|8207 E07E 07E0}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{9}{10}</math> Weeks}} || {{nowrap|{{color|blue|''900 parsecs''}}}} ||'''{{nowrap|8208 DC8D C8DC}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{28}{30}</math> Weeks}} || {{nowrap|{{color|blue|''933&#8201;<math>\frac{1}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 3093 0930}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{29}{30}</math> Weeks}} || {{nowrap|{{color|blue|''966&#8201;<math>\frac{2}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 8498 4984}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{1007}{1000}</math> Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{1008}{1000}</math> Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{1009}{1000}</math> Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{11}{10}</math> Weeks}} || {{nowrap|{{color|blue|''1100 parsecs''}}}} ||'''{{nowrap|820A D4AD 4AD4}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] bdr26jyap0lrhefh890ikr8jqloynuk 2821484 2821483 2026-08-11T19:35:59Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821484 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === A '''galactic ecliptic node''' is an intersection point on the celestial sphere where the plane of Earth's orbit (the ecliptic) crosses the plane of the Milky Way (the galactic equator). One of these intersection points is currently located near the Sagittarius constellation. '''Sagittarius A*''' (abbreviated as Sgr A* and pronounced "Sagittarius A-star") is the supermassive black hole located at the center of our Milky Way galaxy. As the Sun orbits the Galactic center, the galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Ophiuchus_Galactic_Equatorial_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] Within the context of the Bully timekeeping system, the path of the galactic ecliptic node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The Sagittarius node, shown in '''Figure 5d''', is currently located 6.44° away from Sagittarius A* on the celestial sphere. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.44° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.44^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 930.10 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 930 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 930-parsec distance falls just below the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we are still within the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{8}{10}</math> Weeks}} || {{nowrap|{{color|blue|''800 parsecs''}}}} ||'''{{nowrap|8207 E07E 07E0}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{9}{10}</math> Weeks}} || {{nowrap|{{color|blue|''900 parsecs''}}}} ||'''{{nowrap|8208 DC8D C8DC}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{28}{30}</math> Weeks}} || {{nowrap|{{color|blue|''933&#8201;<math>\frac{1}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 3093 0930}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{29}{30}</math> Weeks}} || {{nowrap|{{color|blue|''966&#8201;<math>\frac{2}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 8498 4984}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{11}{10}</math> Weeks}} || {{nowrap|{{color|blue|''1100 parsecs''}}}} ||'''{{nowrap|820A D4AD 4AD4}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] deiih2cgqws91v5y3ymmohhvy5nk3wh 2821485 2821484 2026-08-11T19:37:00Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821485 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === A '''galactic ecliptic node''' is an intersection point on the celestial sphere where the plane of Earth's orbit (the ecliptic) crosses the plane of the Milky Way (the galactic equator). One of these intersection points is currently located near the Sagittarius constellation. '''Sagittarius A*''' (abbreviated as Sgr A* and pronounced "Sagittarius A-star") is the supermassive black hole located at the center of our Milky Way galaxy. As the Sun orbits the Galactic center, the galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Ophiuchus_Galactic_Equatorial_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] Within the context of the Bully timekeeping system, the path of the galactic ecliptic node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The Sagittarius node, shown in '''Figure 5d''', is currently located 6.44° away from Sagittarius A* on the celestial sphere. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.44° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.44^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 930.10 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 930 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 930-parsec distance falls just below the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we are still within the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{8}{10}</math> Weeks}} || {{nowrap|{{color|blue|''800 parsecs''}}}} ||'''{{nowrap|8207 E07E 07E0}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{9}{10}</math> Weeks}} || {{nowrap|{{color|blue|''900 parsecs''}}}} ||'''{{nowrap|8208 DC8D C8DC}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{28}{30}</math> Weeks}} || {{nowrap|{{color|blue|''933&#8201;<math>\frac{1}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 3093 0930}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{29}{30}</math> Weeks}} || {{nowrap|{{color|blue|''966&#8201;<math>\frac{2}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 8498 4984}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.100 Weeks}} || {{nowrap|{{color|blue|''1100 parsecs''}}}} ||'''{{nowrap|820A D4AD 4AD4}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 25cozoof5bnd4fg0sb2s6x56ue1pn90 2821486 2821485 2026-08-11T19:54:02Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821486 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === A '''galactic ecliptic node''' is an intersection point on the celestial sphere where the plane of Earth's orbit (the ecliptic) crosses the plane of the Milky Way (the galactic equator). One of these intersection points is currently located near the Sagittarius constellation. '''Sagittarius A*''' (abbreviated as Sgr A* and pronounced "Sagittarius A-star") is the supermassive black hole located at the center of our Milky Way galaxy. As the Sun orbits the Galactic center, the galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Ophiuchus_Galactic_Equatorial_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] Within the context of the Bully timekeeping system, the path of the galactic ecliptic node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The Sagittarius node, shown in '''Figure 5d''', is currently located 6.44° away from Sagittarius A* on the celestial sphere. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.44° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.44^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 930.10 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 930 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 930-parsec distance falls just below the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we are still within the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{8}{10}</math> Weeks}} || {{nowrap|{{color|blue|''800 parsecs''}}}} ||'''{{nowrap|8207 E07E 07E0}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{9}{10}</math> Weeks}} || {{nowrap|{{color|blue|''900 parsecs''}}}} ||'''{{nowrap|8208 DC8D C8DC}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{28}{30}</math> Weeks}} || {{nowrap|{{color|blue|''933&#8201;<math>\frac{1}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 3093 0930}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{29}{30}</math> Weeks}} || {{nowrap|{{color|blue|''966&#8201;<math>\frac{2}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 8498 4984}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} || {{nowrap|{{color|blue|''1100 parsecs''}}}} ||'''{{nowrap|8209 F1D2 5057}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] a89b6rw4wtlvwgnyje2rcl92m8sraax 2821487 2821486 2026-08-11T19:54:31Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821487 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === A '''galactic ecliptic node''' is an intersection point on the celestial sphere where the plane of Earth's orbit (the ecliptic) crosses the plane of the Milky Way (the galactic equator). One of these intersection points is currently located near the Sagittarius constellation. '''Sagittarius A*''' (abbreviated as Sgr A* and pronounced "Sagittarius A-star") is the supermassive black hole located at the center of our Milky Way galaxy. As the Sun orbits the Galactic center, the galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Ophiuchus_Galactic_Equatorial_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] Within the context of the Bully timekeeping system, the path of the galactic ecliptic node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The Sagittarius node, shown in '''Figure 5d''', is currently located 6.44° away from Sagittarius A* on the celestial sphere. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.44° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.44^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 930.10 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 930 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 930-parsec distance falls just below the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we are still within the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{8}{10}</math> Weeks}} || {{nowrap|{{color|blue|''800 parsecs''}}}} ||'''{{nowrap|8207 E07E 07E0}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{9}{10}</math> Weeks}} || {{nowrap|{{color|blue|''900 parsecs''}}}} ||'''{{nowrap|8208 DC8D C8DC}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{28}{30}</math> Weeks}} || {{nowrap|{{color|blue|''933&#8201;<math>\frac{1}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 3093 0930}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{29}{30}</math> Weeks}} || {{nowrap|{{color|blue|''966&#8201;<math>\frac{2}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 8498 4984}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} || {{nowrap|{{color|blue|''1010 parsecs''}}}} ||'''{{nowrap|8209 F1D2 5057}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 3bcziiia2rj1has2t8vacbcng0e42ek 2821488 2821487 2026-08-11T20:08:52Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821488 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === A '''galactic ecliptic node''' is an intersection point on the celestial sphere where the plane of Earth's orbit (the ecliptic) crosses the plane of the Milky Way (the galactic equator). One of these intersection points is currently located near the Sagittarius constellation. '''Sagittarius A*''' (abbreviated as Sgr A* and pronounced "Sagittarius A-star") is the supermassive black hole located at the center of our Milky Way galaxy. As the Sun orbits the Galactic center, the galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Ophiuchus_Galactic_Equatorial_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] [[File:Ophiuchus_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] Within the context of the Bully timekeeping system, the path of the galactic ecliptic node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The Sagittarius node, shown in '''Figure 5d''', is currently located 6.44° away from Sagittarius A* on the celestial sphere. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.44° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.44^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 930.10 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 930 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 930-parsec distance falls just below the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we are still within the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{8}{10}</math> Weeks}} || {{nowrap|{{color|blue|''800 parsecs''}}}} ||'''{{nowrap|8207 E07E 07E0}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{9}{10}</math> Weeks}} || {{nowrap|{{color|blue|''900 parsecs''}}}} ||'''{{nowrap|8208 DC8D C8DC}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{28}{30}</math> Weeks}} || {{nowrap|{{color|blue|''933&#8201;<math>\frac{1}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 3093 0930}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{29}{30}</math> Weeks}} || {{nowrap|{{color|blue|''966&#8201;<math>\frac{2}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 8498 4984}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} || {{nowrap|{{color|blue|''1010 parsecs''}}}} ||'''{{nowrap|8209 F1D2 5057}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] sdtqje36z9h3rgtnyq3blxzmn2q72dy 2821489 2821488 2026-08-11T20:52:51Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821489 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === A '''galactic ecliptic node''' is an intersection point on the celestial sphere where the plane of Earth's orbit (the ecliptic) crosses the plane of the Milky Way (the galactic equator). One of these intersection points is currently located near the Sagittarius constellation. '''Sagittarius A*''' (abbreviated as Sgr A* and pronounced "Sagittarius A-star") is the supermassive black hole located at the center of our Milky Way galaxy. As the Sun orbits the Galactic center, the galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Ophiuchus_Galactic_Equatorial_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] [[File:Ophiuchus_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] Within the context of the Bully timekeeping system, the path of the galactic ecliptic node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The Sagittarius node, shown in '''Figure 5d''', is currently located 6.44° away from Sagittarius A* on the celestial sphere. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.44° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.44^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 930.10 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 930 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 930-parsec distance falls just below the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we are still within the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{8}{10}</math> Weeks}} || {{nowrap|{{color|blue|''800 parsecs''}}}} ||'''{{nowrap|8207 E07E 07E0}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{9}{10}</math> Weeks}} || {{nowrap|{{color|blue|''900 parsecs''}}}} ||'''{{nowrap|8208 DC8D C8DC}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{28}{30}</math> Weeks}} || {{nowrap|{{color|blue|''933&#8201;<math>\frac{1}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 3093 0930}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{29}{30}</math> Weeks}} || {{nowrap|{{color|blue|''966&#8201;<math>\frac{2}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 8498 4984}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} || {{nowrap|{{color|blue|''1010 parsecs''}}}} ||'''{{nowrap|8209 F1D2 5057}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] pql773593hrkapuizdpsbedug7wvh04 2821490 2821489 2026-08-11T20:54:34Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821490 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === A '''galactic ecliptic node''' is an intersection point on the celestial sphere where the plane of Earth's orbit (the ecliptic) crosses the plane of the Milky Way (the galactic equator). One of these intersection points is currently located near the Sagittarius constellation. '''Sagittarius A*''' (abbreviated as Sgr A* and pronounced "Sagittarius A-star") is the supermassive black hole located at the center of our Milky Way galaxy. As the Sun orbits the Galactic center, the galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Ophiuchus_Galactic_Equatorial_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] [[File:Ophiuchus_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An educational diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] Within the context of the Bully timekeeping system, the path of the galactic ecliptic node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The Sagittarius node, shown in '''Figure 5d''', is currently located 6.44° away from Sagittarius A* on the celestial sphere. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.44° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.44^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 930.10 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 930 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 930-parsec distance falls just below the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we are still within the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{8}{10}</math> Weeks}} || {{nowrap|{{color|blue|''800 parsecs''}}}} ||'''{{nowrap|8207 E07E 07E0}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{9}{10}</math> Weeks}} || {{nowrap|{{color|blue|''900 parsecs''}}}} ||'''{{nowrap|8208 DC8D C8DC}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{28}{30}</math> Weeks}} || {{nowrap|{{color|blue|''933&#8201;<math>\frac{1}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 3093 0930}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{29}{30}</math> Weeks}} || {{nowrap|{{color|blue|''966&#8201;<math>\frac{2}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 8498 4984}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} || {{nowrap|{{color|blue|''1010 parsecs''}}}} ||'''{{nowrap|8209 F1D2 5057}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] ii7uzj1dc842e4rfw10vyy6cou2ive0 2821493 2821490 2026-08-11T21:19:18Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821493 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === A '''galactic ecliptic node''' is an intersection point on the celestial sphere where the plane of Earth's orbit (the ecliptic) crosses the plane of the Milky Way (the galactic equator). One of these intersection points is currently located near the Sagittarius constellation. '''Sagittarius A*''' (abbreviated as Sgr A* and pronounced "Sagittarius A-star") is the supermassive black hole located at the center of our Milky Way galaxy. As the Sun orbits the Galactic center, the galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Ophiuchus_Galactic_Equatorial_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] [[File:Ophiuchus_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' An image illustrating the 6.44-degree separation between Sagittarius A* and the galactic ecliptic node.]] [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] Within the context of the Bully timekeeping system, the path of the galactic ecliptic node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The Sagittarius node, shown in '''Figure 5d''', is currently located 6.44° away from Sagittarius A* on the celestial sphere. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.44° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.44^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 930.10 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 930 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 930-parsec distance falls just below the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we are still within the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{8}{10}</math> Weeks}} || {{nowrap|{{color|blue|''800 parsecs''}}}} ||'''{{nowrap|8207 E07E 07E0}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{9}{10}</math> Weeks}} || {{nowrap|{{color|blue|''900 parsecs''}}}} ||'''{{nowrap|8208 DC8D C8DC}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{28}{30}</math> Weeks}} || {{nowrap|{{color|blue|''933&#8201;<math>\frac{1}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 3093 0930}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|<math>\frac{29}{30}</math> Weeks}} || {{nowrap|{{color|blue|''966&#8201;<math>\frac{2}{3}</math> parsecs''}}}} ||'''{{nowrap|8209 8498 4984}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} || {{nowrap|{{color|blue|''1010 parsecs''}}}} ||'''{{nowrap|8209 F1D2 5057}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 9yhk22mwv6h6ptu325adc4p3b2clwxv 2821495 2821493 2026-08-11T21:38:48Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821495 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === '''Figure 5d''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s Laplace invariable plane. A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending nodes of each giant planet's ecliptic where they intersect the galactic equator are shown in Figure 5d: * Invariable Plane Node: Marked with a large plus sign (+). * Jupiter: Positioned slightly to the right of the invariable plane's node. * Uranus: Positioned to the right of Jupiter. * Saturn: Positioned on the inner left. * Neptune: Positioned on the far left. As the Sun orbits the Galactic center, the Invariable Plane's galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] Within the context of the Bully timekeeping system, the path of the Invariable Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The node, as shown in '''Figure 5d''', is currently located 6.98° away from Sagittarius A*. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.98° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.98^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 1008.14 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 1008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 1008.14-parsec distance falls just beyond the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we have just completed the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} || {{nowrap|{{color|blue|''1010 parsecs''}}}} ||'''{{nowrap|8209 F1D2 5057}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 4ng7nsdmn4kn0uepesp8zhcoi8qezyx 2821496 2821495 2026-08-11T21:42:21Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821496 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === '''Figure 5d''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s Laplace invariable plane. A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending nodes of each giant planet's ecliptic where they intersect the galactic equator are shown in Figure 5d: * Invariable Plane Node: Marked with a large plus sign (+). * Jupiter: Positioned slightly to the right of the invariable plane's node. * Uranus: Positioned to the right of Jupiter. * Saturn: Positioned on the inner left. * Neptune: Positioned on the far left. As the Sun orbits the Galactic center, the Invariable Plane's galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] Within the context of the Bully timekeeping system, the path of the Invariable Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The node, as shown in Figure 5d, is currently located 6.98° away from Sagittarius A*. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.98° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.98^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 1008.14 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 1008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 1008.14-parsec distance falls just beyond the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we have just completed the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} || {{nowrap|{{color|blue|''1010 parsecs''}}}} ||'''{{nowrap|8209 F1D2 5057}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 6rvnzd8r0f47hksg4lelvivfas64tnq 2821497 2821496 2026-08-11T21:45:21Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821497 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === '''Figure 5d''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s Laplace invariable plane. A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending nodes of each giant planet's ecliptic where they intersect the galactic equator are shown in Figure 5d: * Invariable Plane Node: Marked with a large plus sign (+). * Jupiter: Positioned slightly to the right of the invariable plane's node. * Uranus: Positioned to the right of Jupiter. * Saturn: Positioned on the inner left. * Neptune: Positioned on the far left. As the Sun orbits the Galactic center, the Invariable Plane's galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] Within the context of the Bully timekeeping system, the path of the Invariable Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The node, as shown in Figure 5d, is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.9803° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 1008.14 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 1008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 1008.14-parsec distance falls just beyond the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we have just completed the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} || {{nowrap|{{color|blue|''1010 parsecs''}}}} ||'''{{nowrap|8209 F1D2 5057}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] gdkhmqf8slnjf02pcxy3ucyonfyq9ot 2821498 2821497 2026-08-11T21:46:48Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821498 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === '''Figure 5d''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s Laplace invariable plane. A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending nodes of each giant planet's ecliptic where they intersect the galactic equator are shown in Figure 5d: * Invariable Plane Node: Marked with a large plus sign (+). * Jupiter: Positioned slightly to the right of the invariable plane's node. * Uranus: Positioned to the right of Jupiter. * Saturn: Positioned on the inner left. * Neptune: Positioned on the far left. As the Sun orbits the Galactic center, the Invariable Plane's galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] Within the context of the Bully timekeeping system, the path of the Invariable Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The node, as shown in Figure 5d, is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.9803° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 1008.14 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 1008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 1008.14-parsec distance falls just beyond the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we have completed the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''933 1/3 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} || {{nowrap|{{color|blue|''1010 parsecs''}}}} ||'''{{nowrap|8209 F1D2 5057}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 855flkwnrxmzj4upb5iuvtz8xdyo96f 2821499 2821498 2026-08-11T21:47:49Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821499 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === '''Figure 5d''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s Laplace invariable plane. A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending nodes of each giant planet's ecliptic where they intersect the galactic equator are shown in Figure 5d: * Invariable Plane Node: Marked with a large plus sign (+). * Jupiter: Positioned slightly to the right of the invariable plane's node. * Uranus: Positioned to the right of Jupiter. * Saturn: Positioned on the inner left. * Neptune: Positioned on the far left. As the Sun orbits the Galactic center, the Invariable Plane's galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] Within the context of the Bully timekeeping system, the path of the Invariable Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The node, as shown in Figure 5d, is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.9803° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 1008.14 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 1008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 1008.14-parsec distance falls just beyond the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we have completed the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''1008 parsecs''' corresponds to timestamp '''8209 3093 0930'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} || {{nowrap|{{color|blue|''1010 parsecs''}}}} ||'''{{nowrap|8209 F1D2 5057}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 8dfo0nwwwe7e9tdhcuhe67xng305ovy 2821500 2821499 2026-08-11T21:48:27Z Unitfreak 695864 /* The galactic ecliptic node near Sagittarius */ 2821500 wikitext text/x-wiki <small>[[Bully_Metric|Bully Metric Main Page]]<br /> [[Bully_Metric_Timestamps|Bully Metric Timestamps Main Page]]<br /> [https://unitfreak.github.io/Bully-Row-Timestamps/Java_Bully.html Current Bully Timestamp (GitHub)]<br /> </small> The '''Bully Metric Timestamp''' system is an alternative timekeeping framework that utilizes the orbit of the Sun around the Milky Way Galaxy to mark the passage of time. A new successive Bully timestamp is realized each time the Sun advances by approximately one solar radius along its path through the Galaxy. Using '''12-digit''' [[w:hexadecimal|hexadecimal]] timestamps, the Bully system has enough unique identifiers to span the entire history of the universe—from the Big Bang into the far-distant future. The total capacity of the system is: &thinsp; :<math>16^{12} \times 3,055 \text{ sec} \approx 27.25 \text{ billion years}</math> === One Solar Radius === [[File:Bully_Metric_Galactic_Orbit_1_Timestamp.png|thumb|right|450px|alt=Diagram showing the Sun advancing a distance equal to its own radius along its galactic trajectory over a period of 3055 seconds.|'''Figure 1:''' Motion of the Sun between two successive Bully timestamps.]] The Sun orbits the center of the Milky Way galaxy at a very fast speed, roughly 227.7 kilometers per second (km/s), which equals approximately 0.076% of the speed of light. Even though the Sun is moving very quickly, it is also physically immense. The radius of the Sun (<math>R_\odot</math>) is 695,700 kilometers. Dividing the solar radius by the galactic orbital velocity, we find that it takes approximately '''3055 seconds''' for the Sun to travel a distance equal to its own radius: &thinsp; :<math>\Delta t = \frac{695,700 \text{ km}}{227.7 \text{ km/s}} \approx 3055 \text{ seconds}</math> &thinsp; '''Figure 1''' illustrates the physical movement of the Sun between two successive Bully timestamps. Timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI (International Atomic Time) on June 21, 1998'''. The sequential timestamp, '''8209 2800 0001''', occurred exactly 3,055 seconds later at '''12:50:55 TAI on June 21, 1998'''. As shown in Figure 1, the Sun orbited a distance of roughly one solar radius during this 3,055-second period. === The Heliosphere === The heliosphere, it turns out, is not actually a sphere. As shown in '''Figure 2''', the heliosphere is a vast, oblong, tailed, bubble-like region that extends from the Sun into the surrounding space. The heliosphere is somewhat analogous to Earth's atmosphere, except that Earth's atmosphere is a comparatively thin layer of gas that remains near the Earth's surface. By comparison, the heliosphere is a plasma that is constantly blasted out into space due to the extreme heat and energy of the Sun. [[File:Bully_Metric_Galactic_Orbit_65536_Timestamps.png|thumb|right|450px|alt=Diagram showing the Sun traveling through the oblong shape of the heliosphere over a span of 16 to the 4th power timestamps.|'''Figure 2:''' Motion of the Sun during the passage of 16⁴ Bully timestamps.]] The heliosphere is very large. It is so vast that if it were truly spherical, its diameter would be on an order of magnitude similar to '''16⁴ (65,536) solar radii'''. The digit in the '''fifth position''' in a Bully timestamp represents the time required for the Sun to orbit for '''6.344 years''', which covers a distance of approximately '''65,536 solar radii''', or roughly the diameter of one spherical heliosphere. Figure 2 illustrates the orbit of the Sun (Sun not drawn to scale) over a period of 6.344 years. As explained previously, timestamp '''8209 2800 0000''' is defined to have occurred at exactly '''12:00:00 TAI on June 21, 1998'''. Timestamp '''8209 2801 0000''' therefore occurred roughly 6.344 years later at '''18:34:40 TAI on October 24, 2004'''. Incidentally, the Voyager 1 spacecraft crossed into the heliosheath, as shown in Figure 2, on December 16th 2004. Both Voyager spacecraft (Voyager 1 and Voyager 2) have since crossed entirely out of the heliosphere and entered the surrounding interstellar space. === Naked Eye Stars === As described above, the '''first''' and '''fifth''' digits in a Bully timestamp respectively represent 3,055 seconds and roughly 6.344 years of orbit around the Milky Way galaxy at a velocity of approximately '''one Solar Radius (''R''_☉)''' per Bully timestamp. Before moving on to describe the physical significance of the '''ninth''' digit in terms of "naked-eye stars," it is worth noting that the length 16⁸ ''R''_☉ is remarkably close to 10¹⁰ light-seconds. In fact, these distances are so similar (differing by less than 0.35%) that one can estimate the ratio of the sun's orbital speed to the speed of light by dividing: &thinsp; :<math>\frac{10^{10}}{16^8 \times 3055} \approx 0.076\%</math> &thinsp; Furthermore, these values (16⁸ ''R''_☉ and 10¹⁰ light-seconds) are of the same order of magnitude as 100 parsecs, where a parsec (roughly 3.26 light-years) is a common length unit used in astronomy. To be precise, '''16⁸ ''R''_☉ is approximately 96.83 parsecs'''. '''Figure 3''' illustrates the physical movement of the Sun (Sun not drawn to scale) between 16⁸ successive Bully timestamps. It is estimated that timestamp '''8209 0000 0000''' would have occurred roughly 63,000 B.C., and timestamp '''820A 0000 0000''' is estimated to occur around 353,000 A.D., for a total time lapse of '''416,000 years'''. The stacked histogram in Figure 3 has a red dashed line marking 96.83 parsecs (the distance the sun will travel in 16⁸ Bully timestamps). As indicated in the histogram, a large percentage of naked-eye stars are nearer to the sun than 96.83 parsecs, meaning that the appearance of the night sky will completely change over this timeframe. [[File:Bully_Metric_Galactic_Orbit_4294967296_Timestamps.png|thumb|center|600px|alt=Diagram showing a stacked histogram of "Naked Eye" stars binned according to brightness and distance from the sun. A large percentage of these stars are closer to the sun than 16^8 R_☉, which is the distance that the sun travels in 16^8 Bully timestamps.|'''Figure 3:''' Motion of the Sun during the passage of 16⁸ Bully timestamps. The included stacked histogram shows that a large percentage of "Naked Eye" stars are within this travel distance of the sun, 96.83 parsecs or 16⁸ ''R''_☉.]] ==== The Meaning of Naked-Eye Stars ==== The term naked-eye stars refers to any celestial object that can be seen in the night sky using only human vision, completely unaided by binoculars or telescopes. However, what qualifies as a "naked-eye star" is highly subjective, depending heavily on environmental light pollution and a person's biological visual acuity. In remote regions like deserts or high mountains, the sky is perfectly dark. A person may see between 2,500 and 3,500 stars at a given time. The Milky Way can actually cast shadows on the ground in these conditions. In major metropolitan areas like New York or Tokyo, extreme light pollution blanks out the sky. Only the Moon, planets, and perhaps a dozen or two of the absolute brightest stars remain visible to the naked eye. To see faint stars, human eyes must adapt to the dark, widening the pupils to draw in light. A young person's pupil may expand to 7 mm, whereas an older adult's pupil might only expand to 5 mm, naturally making faint stars invisible to the older observer. Also, minor uncorrected astigmatisms, nearsightedness, or mild cataracts smudge pinpoint starlight, causing faint stars to blend directly into the background glow of the night sky. ==== The Hipparchus Magnitude System ==== In 129 B.C., the ancient Greek astronomer Hipparchus created the world's first stellar catalog. He ranked the stars purely by how they appeared to his naked eye. In 1856, astronomer Norman Pogson formalized this ancient system mathematically. He discovered that the human eye perceives brightness logarithmically, and that Hipparchus’s 1st-magnitude stars were exactly 100 times brighter than his 6th-magnitude stars. *'''1st Magnitude:''' The very brightest, "first-rate" stars to light up at twilight. *'''2nd, 3rd, 4th, 5th Magnitude:''' Progressively dimmer stars. *'''6th Magnitude:''' The absolute faintest, "sixth-rate" stars Hipparchus could barely see under pristine, ancient night skies. The stars in Figure 3 are ranked using the modern version of Hipparchus's magnitude system. A total of 9,427 stars are included in the stacked histogram, but more than two-thirds of these are 6th-magnitude stars that are only visible in ideal circumstances. It is notable that stars of first through third magnitude tend to be nearer than 100 parsecs, whereas stars of fifth and sixth magnitude tend to be beyond the 100 parsecs mark. Over a time duration of 16⁸ Bully timestamps, the Sun will travel a distance that is beyond the majority of the brightest stars, but not as far as the dimmest naked-eye stars. ==== The Pleiades Star Cluster ==== '''Figure 4a''' provides an SVG illustration of magnitude as used in astronomy. The Pleiades Star Cluster is a good example to illustrate star magnitude. The cluster lies at an average distance of about 136.2 parsecs (approximately 444 light-years) from Earth, with the entire physical cluster spanning only about 4 to 5 parsecs in depth and width. There are over 1,000 stars in the cluster, but shared gravity keeps them traveling through space together as a single family. Because the total internal gravity is relatively weak, it takes millions of years for a star to complete an orbital loop around the cluster's center, and the stars will eventually drift apart. The Pleiades system, shown in '''Figure 4b''', has a combined apparent magnitude of 1.6. The nine brightest stars shown in '''Figure 4c''' have representatives ranging from third-magnitude stars to sixth-magnitude stars. A star map of the system from the Hubble Space Telescope is shown in '''Figure 4d'''. {| class="wikitable" style="margin-left: auto; margin-right: auto; border: none; background: transparent;color:inherit;" |- | colspan = 2; style="border: none; padding: 10px;" | [[File:Magnitude_illustration.svg|thumb|right|340px|alt=TBD.|'''Figure 4a:''' An SVG illustration of magnitude in astronomy.]] |- | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 200 |cWidth = 120 |cHeight = 120 |oTop = 12 |oLeft = 40 |Location = left |Description = '''Figure 4b:''' The combined apparent magnitude of the Pleiades star cluster (Messier 45) is approximately 1.6 when viewed together as a group. }} | style="border: none; padding: 10px;" | {{CSS image crop |Image = Pleiades_over_Arizona.jpg |bSize = 1700 |cWidth = 180 |cHeight = 180 |oTop = 500 |oLeft = 750 |Location = center |Description = '''Figure 4c:''' The nine brightest stars in the cluster includes 1 third-magnitude star, 5 fourth-magnitude stars, 2 fifth-magnitude stars, and 1 sixth magnitude star. }} |- | colspan = 2; style="border: none; padding: 10px;" | [[File:M45map.jpg|thumb|right|340px|alt=A deep space photograph of bright stars with overlaid text labels naming individual stars and some distances.|'''Figure 4d:''' A star map of the Pleiades star cluster from the Hubble Space Telescope.]] |} == The Galactic Calendar == [[File:Sun_in_orbit_around_Galactic_Centre.gif|thumb|right|300px|alt=Diagram showing multiple stars moving along their respective orbital paths around the galactic center over a span of 250 million years.|'''Figure 5a:''' Stars orbiting around the Galactic center during a 250 million-year time period.]] A '''galactic year''', also known as a '''cosmic year''', is the duration of time required for the Sun (or any other star) to orbit once around the center of the Milky Way Galaxy. This duration is not a fixed constant, but rather depends on the path a particular star follows as it orbits (see Figure 5a). Stars closer to the center orbit much more quickly than those on the outer edges. The stars shown in '''Figure 5a''' all eventually localize near the Sun despite having vastly different orbital trajectories, visually illustrating the long-term subtlety of galactic orbits. Earlier in this resource, the Sun was assumed to travel roughly one solar radius per 3,055-second orbital timestamp. However, since the Sun’s deep-time trajectory is chaotic and unpredictable, its true orbital velocity is a topic of ongoing discovery and refinement. The previous conjectured value was just '''a useful assumption''' and not a reflection of long-term stable physical reality. === Bully Galactic Years === If the Sun followed a perfectly circular orbit around the Milky Way, with a radius of [https://www.mpe.mpg.de/6588951/The-black-hole 8,275 parsecs] (or 26,990 light-years), the total circumference of that ideal orbit would be determined by multiplying the radius by 2π: :<math>\begin{align} {\text{Circumference}} &= 2\pi \times 8,275{\text{ parsecs}} \\ &\approx 51,993{\text{ parsecs}} \end{align}</math> If we divide this '''roughly 52,000-parsec''' ideal orbit into "Galactic Weeks," where each week represents 1,000 parsecs of orbital travel, then a full Galactic Year would consist of 52 weeks. This beautifully mirrors the structure of an Earth year, which is also composed of roughly 52 weeks. ==== The Idealized Galactic Orbit ==== Within the context of the Bully timekeeping system, an idealized '''Bully Galactic Year''' will be defined to have a time duration of exactly '''2 × 16¹⁰ Bully timestamps''' (approximately 213 million years). This fixed value is not identical to a true, observed galactic year, and should be interpreted as an idealization. The table in '''Figure 5b''' illustrates how scaling the assumed baseline from 1 ''R''_☉ per orbital timestamp up to 1.0488227 ''R''_☉ per orbital timestamp aligns the highest digits directly with major cosmic eras. {| class="wikitable" style="margin: 20px auto 40px auto; border-collapse: collapse; font-family: sans-serif;" |+ style="font-weight: bold; margin-bottom: 8px;" | Figure 5b: Distance Conversions to Parsecs ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Time Duration</span> ! colspan="2" style="background-color: #f2f2f2;{{Text color default}}; text-align: center; padding: 10px;" | <span style="font-size: larger;">Orbital Distance (Parsecs)</span> |- ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Galactic Years</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small>Bully Timestamps</small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1 ''R''_☉ per Bully timestamp </small> ! style="background-color: #f2f2f2;{{Text color default}}; text-align: left; padding: 10px;" | <small> Distance assuming 1.0488227 ''R''_☉ per Bully timestamp </small> |- | 8 | style="text-align: left; padding: 8px;" | '''16¹¹''' | 396,635 | 416,000 |- | 1 / 2 | style="text-align: left; padding: 8px;" | '''16¹⁰''' | 24,789.7 | 26,000.0 |- | 1 / 32 | style="text-align: left; padding: 8px;" | '''16⁹''' | 1,549.36 | 1,625.00 |- | 1 / 512 | style="text-align: left; padding: 8px;" | '''16⁸''' | 96.83 | 101.56 |- style="background-color: #e6f2ff;{{Text color default}}; font-weight: bold;" ! colspan="4" style="text-align: left; padding: 8px;" | Off Nominal Values |- | 1 | style="text-align: left; padding: 8px;" | '''2 × 16¹⁰''' | style="color: #888;" | N/A | 52,000 |- | 1 / 52 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 26''' | style="color: #888;" | N/A | 1,000 |- | 1 / 520 | style="text-align: left; padding: 8px;" | '''16¹⁰ / 260''' | style="color: #888;" | N/A | 100 |} === Bully Galactic Weeks === The table in '''Figure 5c''' illustrates the division of a Galactic Year's worth of Bully timestamps into 52 equal portions. The table shows the Bully timestamp at which each one thousand parsecs of travel distance would be achieved in an idealized circular orbit. Timestamps in the range '''8200 0000 0000''' through '''83FF FFFF FFFF''' indicate that the system is recording time within the '''66th Bully Galactic Year''' of the Universe. However, the Sun (and our solar system) did not come into existence until the 45th Bully Galactic Year, meaning our solar system is only '''21 Bully Galactic Years old'''. {| class="wikitable" style="text-align:center; width:100%; max-width:800px;" |+ '''Figure 5c:''' The 66th Bully Galactic Calendar |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Year 66 <br /> Galactic || {{nowrap|1st Quarter}} || {{nowrap|2nd Quarter}} || {{nowrap|3rd Quarter}} || {{nowrap|4th Quarter}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 0}} || {{color|blue|''0 parsecs''}} <br/>'''{{nowrap|8200 0000 0000}}''' || {{color|blue|''13,000 parsecs''}} <br/> '''{{nowrap|8280 0000 0000}}''' || {{color|blue|''26,000 parsecs''}} <br/> '''{{nowrap|8300 0000 0000}}''' || {{color|blue|''39,000 parsecs''}} <br/> '''{{nowrap|8380 0000 0000}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 1}} || {{color|blue|''1000 parsecs''}} <br/> '''{{nowrap|8209 D89D 89D8}}''' || {{color|blue|''14,000 parsecs''}} <br/> '''{{nowrap|8289 D89D 89D8}}''' || {{color|blue|''27,000 parsecs''}} <br/> '''{{nowrap|8309 D89D 89D8}}''' || {{color|blue|''40,000 parsecs''}} <br/> '''{{nowrap|8389 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 2}} || {{color|blue|''2,000 parsecs''}} <br/> '''{{nowrap|8213 B13B 13B1}}''' || {{color|blue|''15,000 parsecs''}} <br/> '''{{nowrap|8293 B13B 13B1}}''' || {{color|blue|''28,000 parsecs''}} <br/> '''{{nowrap|8313 B13B 13B1}}''' || {{color|blue|''41,000 parsecs''}} <br/> '''{{nowrap|8393 B13B 13B1}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 3}} || {{color|blue|''3,000 parsecs''}} <br/> '''{{nowrap|821D 89D8 9D89}}''' || {{color|blue|''16,000 parsecs''}} <br/> '''{{nowrap|829D 89D8 9D89}}''' || {{color|blue|''29,000 parsecs''}} <br/> '''{{nowrap|831D 89D8 9D89}}''' || {{color|blue|''42,000 parsecs''}} <br/> '''{{nowrap|839D 89D8 9D89}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 4}} || {{color|blue|''4,000 parsecs''}} <br/> '''{{nowrap|8227 6276 2762}}''' || {{color|blue|''17,000 parsecs''}} <br/> '''{{nowrap|82A7 6276 2762}}''' || {{color|blue|''30,000 parsecs''}} <br/> '''{{nowrap|8327 6276 2762}}''' || {{color|blue|''43,000 parsecs''}} <br/> '''{{nowrap|83A7 6276 2762}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 5}} || {{color|blue|''5,000 parsecs''}} <br/> '''{{nowrap|8231 3B13 B13B}}''' || {{color|blue|''18,000 parsecs''}} <br/> '''{{nowrap|82B1 3B13 B13B}}''' || {{color|blue|''31,000 parsecs''}} <br/> '''{{nowrap|8331 3B13 B13B}}''' || {{color|blue|''44,000 parsecs''}} <br/> '''{{nowrap|83B1 3B13 B13B}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 6}} || {{color|blue|''6,000 parsecs''}} <br/> '''{{nowrap|823B 13B1 3B13}}''' || {{color|blue|''19,000 parsecs''}} <br/> '''{{nowrap|82BB 13B1 3B13}}''' || {{color|blue|''32,000 parsecs''}} <br/> '''{{nowrap|833B 13B1 3B13}}''' || {{color|blue|''45,000 parsecs''}} <br/> '''{{nowrap|83BB 13B1 3B13}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 7}} || {{color|blue|''7,000 parsecs''}} <br/> '''{{nowrap|8244 EC4E C4EC}}''' || {{color|blue|''20,000 parsecs''}} <br/> '''{{nowrap|82C4 EC4E C4EC}}''' || {{color|blue|''33,000 parsecs''}} <br/> '''{{nowrap|8344 EC4E C4EC}}''' || {{color|blue|''46,000 parsecs''}} <br/> '''{{nowrap|83C4 EC4E C4EC}}''' |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 8}} || {{color|blue|''8,000 parsecs''}} <br/> '''{{nowrap|824E C4EC 4EC4}}''' || {{color|blue|''21,000 parsecs''}} <br/> '''{{nowrap|82CE C4EC 4EC4}}''' || {{color|blue|''34,000 parsecs''}} <br/> '''{{nowrap|834E C4EC 4EC4}}''' || {{color|blue|''47,000 parsecs''}} <br/> '''{{nowrap|83CE C4EC 4EC4}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 9}} || {{color|blue|''9,000 parsecs''}} <br/> '''{{nowrap|8258 9D89 D89D}}''' || {{color|blue|''22,000 parsecs''}} <br/> '''{{nowrap|82D8 9D89 D89D}}''' || {{color|blue|''35,000 parsecs''}} <br/> '''{{nowrap|8358 9D89 D89D}}''' || {{color|blue|''48,000 parsecs''}} <br/> '''{{nowrap|83D8 9D89 D89D}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 10}} || {{color|blue|''10,000 parsecs''}} <br/> '''{{nowrap|8262 7627 6276}}''' || {{color|blue|''23,000 parsecs''}} <br/> '''{{nowrap|82E2 7627 6276}}''' || {{color|blue|''36,000 parsecs''}} <br/> '''{{nowrap|8362 7627 6276}}''' || {{color|blue|''49,000 parsecs''}} <br/> '''{{nowrap|83E2 7627 6276}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 11}} || {{color|blue|''11,000 parsecs''}} <br/> '''{{nowrap|826C 4EC4 EC4E}}''' || {{color|blue|''24,000 parsecs''}} <br/> '''{{nowrap|82EC 4EC4 EC4E}}''' || {{color|blue|''37,000 parsecs''}} <br/> '''{{nowrap|836C 4EC4 EC4E}}''' || {{color|blue|''50,000 parsecs''}} <br/> '''{{nowrap|83EC 4EC4 EC4E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|Week 12}} || {{color|blue|''12,000 parsecs''}} <br/> '''{{nowrap|8276 2762 7627}}''' || {{color|blue|''25,000 parsecs''}} <br/> '''{{nowrap|82F6 2762 7627}}''' || {{color|blue|''38,000 parsecs''}} <br/> '''{{nowrap|8376 2762 7627}}''' || {{color|blue|''51,000 parsecs''}} <br/> '''{{nowrap|83F6 2762 7627}}''' |} === The galactic ecliptic node near Sagittarius === '''Figure 5d''' depicts the 6.98-degree angular separation that exists between Sagittarius A* (the supermassive black hole at the center of the Milky Way) and the descending node of our Solar System’s Laplace invariable plane. A planetary system's Laplace invariable plane passes through its barycenter (center of mass) and is strictly perpendicular to its total angular momentum vector. In our Solar System, the four giant planets account for 98% of this total angular momentum: Jupiter contributes the bulk at 60.3%, followed by Saturn (24.5%), Neptune (7.9%), and Uranus (5.3%). The individual descending nodes of each giant planet's ecliptic where they intersect the galactic equator are shown in Figure 5d: * Invariable Plane Node: Marked with a large plus sign (+). * Jupiter: Positioned slightly to the right of the invariable plane's node. * Uranus: Positioned to the right of Jupiter. * Saturn: Positioned on the inner left. * Neptune: Positioned on the far left. As the Sun orbits the Galactic center, the Invariable Plane's galactic ecliptic node—moving in concert with the Sun—shifts away from Sagittarius A* at a rate of 2.70 mas (milliarcseconds) per year in right ascension and 5.60 mas per year in declination. From the perspective of the Sun, the node appears to be stationary and the supermassive black hole appears to be moving in the opposite direction. In reality, it is the Sun and the node that are moving. [[File:Sagittarius_A*_and_adjacent_Galactic_Ecliptic_Node.png|thumb|center|600px|alt=An educational image illustrating the 6.44-degree separation between Sagittarius A* and the adjacent Galactic Ecliptic Node. The Node, moving in concert with the Sun, shifts away from Sagittarius A* at a rate of 2.70 mas per year in right ascension and 5.60 mas per year in declination. |'''Figure 5d:''' A diagram showing the 6.98-degree angular separation between Sagittarius A* and the descending node of the Solar System's Laplace invariable plane.]] Within the context of the Bully timekeeping system, the path of the Invariable Node as it shifts away from Sagittarius A* can be used as a surrogate to track the motion of the Sun as it orbits the Galactic Center. The node, as shown in Figure 5d, is currently located 6.9803° away from Sagittarius A*. The Sun's orbital travel distance can be calculated by multiplying the orbital radius (8,275 parsecs) by 6.9803° and the ratio of (2π / 360°). <math>d = 8,275 \text{ pc} \times 6.9803^\circ \times \left(\frac{2\pi}{360^\circ}\right) \approx 1008.14 \text{ pc}</math> Based on this calculation, the galactic ecliptic node—and by extension, the Sun—has traveled 1008.14 parsecs in its orbit around the Galactic Center. According to the reference table in '''Figure 5c''', this 1008.14-parsec distance falls just beyond the 1000-parsec milestone associated with timestamp '''8209 D89D 89D8''', indicating that we have completed the zeroth week of the 66th Bully Galactic Calendar. To pinpoint a more exact location, the table in '''Figure 5d''' provides a finer-grained increment, indicating that a travel distance of '''1008 parsecs''' corresponds to timestamp '''{{nowrap|8209 ECC7 C23E}}'''. {| class="wikitable" style="text-align:center; max-width:300px;" |+ '''Figure 5c:''' Week zero, 66th Galactic Year |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Galactic Year 66 || Solar Distance Traveled || {{nowrap|Bully timestamp}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|One Week}} || {{nowrap|{{color|blue|''1000 parsecs''}}}} ||'''{{nowrap|8209 D89D 89D8}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.006 Weeks}} || {{nowrap|{{color|blue|''1006 parsecs''}}}} ||'''{{nowrap|8209 E7BD 3424}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.007 Weeks}} || {{nowrap|{{color|blue|''1007 parsecs''}}}} ||'''{{nowrap|8209 EA42 7B31}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.008 Weeks}} || {{nowrap|{{color|blue|''1008 parsecs''}}}} ||'''{{nowrap|8209 ECC7 C23E}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.009 Weeks}} || {{nowrap|{{color|blue|''1009 parsecs''}}}} ||'''{{nowrap|8209 EF4D 094A}}''' |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|1.010 Weeks}} || {{nowrap|{{color|blue|''1010 parsecs''}}}} ||'''{{nowrap|8209 F1D2 5057}}''' |} * [[Bully_Metric_Astronomical_Coordinates|Learn More About Galactic Years and The Bully Metric Coordinate System]] == The Metonic Cycle == The '''Metonic cycle''' is a period of approximately 19 solar years, after which the moon's phases recur on the same days of the year. For example, a New Moon occurred on July 23 in 1998, and nineteen years later, in 2017, a New Moon again occurred on July 23. The last four hex digits of the Bully timestamp cycle approximately three times per Metonic cycle as illustrated in the following list: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> July 23 New Moon Metonic Cycles * July 23, 1998 on 8209 280'''0 038B''' * July 23, 2017 on 8209 280'''3 0238''' * July 23, 2036 on 8209 280'''6 00EA''' * July 23, 2055 on 8209 280'''8 FF9B''' * July 23, 2074 on 8209 280'''B FE45''' * July 23, 2093 on 8209 280'''E FCE6''' </div> [[Bully_Metric_Metonic_cycle|Learn More About the Metonic Cycle in Bully Timestamps]] == Bully Timestamp Realization == Each Bully timestamp is '''realized''' exactly 3055 seconds TAI after the previous one. However, since atomic clocks did not exist prior to the 1950's, any assignment of Bully timestamps prior to 1958 should be viewed as an '''estimate''' of how time might have transpired in the past, rather than an actual realization of Bully time. Similarly, any assignment of future timestamps should be viewed as an estimate of what may occur, rather than a realization. Bully timestamps should only be considered "realized" when time is measured with an accuracy of 10^-10. There have been over 700,000 realized Bully timestamps during the era of modern atomic time keeping (1958 AD ... present). [[Bully_Metric_Realized_Timestamps|Learn More About Realized Bully Timestamps]] === Time Estimation Divisions === [[File:History-of-the-Universe With Bully Timestamps.jpg|frame|center|text-bottom|Figure 1: History of the Universe with a few example Bully timestamps shown in red.]] For the purpose of time estimation, the Bully system's time range is divided into three distinct sets: ==== First Set ==== * ''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'': Used to estimate time during the universe's formative period ('''Figure 1'''), spanning roughly 3 billion years beginning with the Big Bang. The following list highlights key events from selected timestamps during this formative era: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * First timestamp: ''{{mono|0000 0000 0000}}'' ** [[w:Cosmic_inflation|Cosmic Inflation]] ** [[w:Baryogenesis|Baryogenesis]] ** [[w:Big_Bang_nucleosynthesis|Nucleosynthesis]] * Approximately: ''{{mono|0000 EA00 0000}}'' ** [[w:Decoupling_(cosmology)|Decoupling]] ** [[w:Recombination_(cosmology)|Recombination]] * Approximately: ''{{mono|0100 0000 0000}}'' ** [[w:Star_formation|First Star Formation]] * Approximately: ''{{mono|0297 0000 0000}}'' ** [[w:MoM-z14|Oldest Observed Galaxy]] </div> ==== Second Set ==== * ''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'': Used to estimate cosmic look-back time ('''Figure 2'''), spanning from approximately 10.4 billion years ago to exactly 12:00:00 TAI on June 21, 1998. Key milestones from the presolar through geological eras include: <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|3B00 0000 0000}}'' ** [[w:Murchison_meteorite|Oldest Presolar Grains]] * Approximately: ''{{mono|5720 9000 0000}}'' ** [[w:Hadean|Hadean Eon Begins]] * Approximately: ''{{mono|5C2A 0000 0000}}'' ** [[w:Archean|Archean Eon Begins]] * Approximately: ''{{mono|6A8C 0000 0000}}'' ** [[w:Proterozoic|Proterozoic Eon Begins]] * Approximately: ''{{mono|7D56 0000 0000}}'' ** [[w:Phanerozoic|Phanerozoic Eon Begins]] </div> [[File:Geologic time scale - spiral - ICS colours (light) - path text.svg|center|text-bottom|alt=Geologic time scale proportionally represented as a log-spiral. The image also shows some notable events in Earth's history and the general evolution of life.|thumb|Figure 2: The geologic time scale, proportionally represented as a [[w:Logarithmic_spiral|log-spiral]] with some major events in Earth's history. A [[w:megaannum|megaannum]] (Ma) represents one million (10⁶) years.]] ==== Third Set ==== * ''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'': Used to estimate (and realize) future events. This set begins at precisely 12:00:00 TAI on June 21, 1998, and progresses forward for approximately 13.4 billion years. <div style="background-color: #f0f4f7;{{Text color default}}; padding: 15px; border-left: 5px solid #009688;"> * Approximately: ''{{mono|B000 0000 0000}}'' ** [[w:Sun#Life_phases|Death of Sun (main-sequence)]] </div> === Time Estimation Using Cosmic Redshift === In [[w:physics|physics]], a '''redshift''' is an increase in [[w:wavelength|wavelength]] (or a decrease in [[w:frequency|frequency]]) of [[w:electromagnetic radiation|electromagnetic radiation]]. Cosmological redshifts are driven directly by the [[w:expansion of the universe|expansion of the universe]]. The redshift value is denoted by {{math|''z''}}, where the ratio of observed to emitted wavelength is {{math|1 + ''z''}}. If the original wavelength of a radiation source is known, its cosmological redshift can reveal the light travel time. However, mapping redshift precisely to elapsed time requires an exact cosmological model. Ongoing measurement tension surrounding the [[w:Hubble constant|Hubble constant]] introduces uncertainty into calculations of the exact [[w:Age of the universe|age of the universe]] and distant stars. This cosmological uncertainty directly affects the accuracy of assigning Bully timestamps. The table in Figure 3 contrasts two estimation tracks based on competing cosmological datasets. One column applies the local distance ladder framework from the '''SH0ES Team''' (corresponding to a younger universe estimate of 12.7 Gyr). The other utilizes cosmic microwave background data from the '''Planck Collaboration''' (yielding an older universe estimate of approximately 13.8 Gyr). Larger z values correspond with the more distant past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 3: Bully Timestamps for Selected Redshift Values Given Different Universe Age Estimates |- style="background-color: #eaecf0; font-size: medium; font-weight: bold;{{Text color default}};" ! style="padding: 10px; font-size: large;" | Redshift z <br /> (z = ∞ to 2) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};”" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = ∞ || {{nowrap|0000 0000 0000}} || {{nowrap|0000 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 18.0 || {{nowrap|01CC 0000 0000}} || {{nowrap|01F4 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 15.0 || {{nowrap|0253 0000 0000}} || {{nowrap|0287 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 12.0 || {{nowrap|032D 0000 0000}} || {{nowrap|0374 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 9.0 || {{nowrap|04B5 0000 0000}} || {{nowrap|051E 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 6.0 || {{nowrap|0809 0000 0000}} || {{nowrap|08BB 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | z = 3.0 || {{nowrap|1285 0000 0000}} || {{nowrap|1420 0000 0000}} |- style="font-size:small:small;background-color:#ffffff;;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;;{{Text color default}};" | z = 2.0 || {{nowrap|1C4D 0000 0000}} || {{nowrap|1EC2 0000 0000}} |} The forward-progressing timestamps ''{{mono|0000 0000 0000}}'' through ''{{mono|1FFF FFFF FFFF}}'' are illustrated in Figure 4 (bottom of figure). By convention, these timestamps are assumed to begin at the Big Bang and progress forward for approximately three billion years. [[File:Redshift-by-universe-age-H0-comparison.png|frame|center|alt=Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.|Figure 4: Age of the Universe plot showing Bully timestamps mapped to cosmic redshift.]] Timestamps ''{{mono|2000 0000 0000}}'' through ''{{mono|8200 0000 0000}}'' (top of Figure 4) measure "lookback" time anchored at timestamp ''8209 2800 0000''. Because the total age of the universe is unfixed, the precise mathematical relationship between universal age and lookback time remains indefinite. Two different possible universe ages are shown with the Planck Collaboration shown in red and the SH0ES Team shown in blue. The data illustrated in Figure 5 is the same as is shown in Figure 4, but Figure 5 plots against lookback time on the x-axis, so in this plot the universe age is unfixed with the Planck Collaboration shown in red and the SH0ES Team shown in blue. [[File:Redshift-by-lookback-time-H0-comparison.png|frame|center|alt=A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.|Figure 5: A cosmic lookback plot showing Bully timestamps mapped to cosmic redshift.]] The table in Figure 6 is similar to the table in Figure 3, in that it contrasts two estimation tracks based on competing cosmological datasets. However, whereas the data in Figure 3 was for large z values, Figure 6 shows small z values. Smaller z values correspond with the recent past. {| class="wikitable" style="text-align:center; width:100%; max-width:800px; font-size: small; font-family: monospace, monospace;" |+ Figure 6: Redshift Values for Selected Bully Timestamps Given Different Universe Age Estimates |- style="background-color: #eaecf0;{{Text color default}}; font-size: medium; font-weight: bold;" ! style="padding: 10px; font-size: large;" | Bully Timestamp <br /> (z = 1 to 0) || SHOES Team <br /> (12.7 Gyr) || Planck Collaboration <br /> (13.8 Gyr) |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|4000 0000 0000}} || z = 0.925134 || z = 0.796535 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|6000 0000 0000}} || z = 0.342787 || z = 0.308619 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8000 0000 0000}} || z = 0.016418 || z = 0.015093 |- style="font-size:small:small;background-color:#ffffff;{{Text color default}};" | style="font-weight: bold; background-color: #eaecf0;{{Text color default}};" | {{nowrap|8209 2800 0000}} || z ≈ 0.000000 || z ≈ 0.000000 |} === Time Estimation Relativistic and Cosmological Considerations === What does it mean when cosmologists state that the universe is approximately 13.8 billion years old? According to Einstein's theories of special and general relativity, time passes differently for each observer depending on their path through spacetime and the gravitational forces in their vicinity. How, then, can the universe have a single age? Shouldn't its age depend entirely on the observer's frame of reference? The "age of the universe" cited by cosmologists is actually its maximum possible age. Among all paths an observer could take through spacetime, one specific trajectory maximizes elapsed time. This privileged frame of reference belongs to an observer who remains at rest relative to the Cosmic Microwave Background (CMB) and resides in a region of space with negligible matter. We will refer to this as the "CMB rest frame." Importantly, Bully timestamps are divided into three distinct sets, with only the first set (''{{mono|0000 0000 0000}}'' — ''{{mono|1FFF FFFF FFFF}}'') utilizing the CMB rest frame. Timestamps in the third set (''{{mono|8209 2800 0000}}'' — ''{{mono|FFFF FFFF FFFF}}'') are realized using atomic clocks at sea level on Earth. Due to relativistic time dilation, these terrestrial clocks run slower than identically constructed clocks placed at rest in empty space. All "realized" Bully timestamps from 1958 to the present conform to Earth's sea-level frame of reference. Furthermore, the "estimated" Bully timestamps in the second set (''{{mono|2000 0000 0000}}'' — ''{{mono|8209 2800 0000}}'') are typically derived from the radioactive decay of samples found on or within the Earth; thus, these samples decay at a rate comparable to Earth's sea-level frame. The oldest timestamps in this second set come from presolar grains, which formed in different star systems prior to the emergence of our solar system. Because some of these samples may have traveled through space in frames of reference drastically different from Earth's current sea-level frame, the accuracy of these cosmic estimates is inherently limited. [[Bully_Metric_CMB_Stabilized_Timestamps| Learn More About Relativistic and Cosmological Considerations]] == Contextualized vs. Decontextualized Time == Local clocks and calendars reflect '''contextualized time''', which uses region-specific offsets from Coordinated Universal Time (UTC) to align with physical reality. This time is "contextual" because it provides an intuitive sense of conditions at some specific geographic location; for instance, a traveler arriving in London at 4:00 a.m. can instinctively expect darkness and quiet streets. To maintain this alignment with Earth's natural cycles, UTC requires periodic "leaps" (seconds and years). In '''Figure 10''', the light blue line represents Earth's irregular rotation ('''UT1'''), while the dark blue line shows '''UTC''', which is manually adjusted with leap seconds to track UT1. In contrast, standards such as International Atomic Time ('''TAI'''), Terrestrial Time ('''TT'''), and '''GPS time''' are '''decontextualized'''. They are independent of Earth's rotation, meaning they do not correspond to "true time" at any specific geographical location. Represented by the black lines in '''Figure 10''', these standards track a continuous, uniform interval measured by atomic clocks. This uninterrupted linearity is vital for scientific and technical systems, where the discontinuities introduced by leap seconds could lead to critical errors or system failures. [[File:Bully Timestamps in relation to modern time keeping.png|frame|center|text-bottom|Figure 10: Modern Time Keeping]] The various decontextualized standards currently in use are effectively "frozen" in the astronomical conditions present at the time of their deployment. Because long-term changes in Earth's motion are unpredictable, each system launched with a different initial offset. For example, when GPS was launched in 1980, the '''Delta T''' adjustment (TT-UTC) exceeded 51 seconds. In contrast, the 1972 LORAN-C upgrade began with an adjustment closer to 42 seconds. This historical discrepancy results in a permanent nine-second offset between GPS and LORAN-C. Similarly, LORAN-C remains offset from TAI (deployed in 1958) by exactly ten seconds. The Bully timestamp system, shown on the far-right axis of '''Figure 10''', follows the same uniform, decontextualized logic as TAI and TT but avoids this "legacy offset" confusion. Unlike existing standards, Bully timestamps are not linked to others by a constant, arbitrary time offset. This independence ensures they are uniquely recognizable and impossible to misinterpret. [[Bully_Metric_Timestamp_units|Learn More About Contextualized vs Decontextualized time]] == Why do we need Bully timestamps? == All the timestamps in '''Figure 11''' refer to one single, simultaneous moment in time. The left frame illustrates the fragmentation of Coordinated Universal Time (UTC) through time zones. For instance, on June 21, 1998, a UTC time of 11:59:29 a.m. in Accra, Ghana, was simultaneously 8:59:29 p.m. in Tokyo. These time zone offsets are not based on science, but on '''political mandates''' that have resulted in [https://en.wikipedia.org/wiki/List_of_UTC_offsets 38 distinct UTC offsets], including confusing half- and quarter-hour increments. {| class="wikitable" style="margin-right: 0; margin-left: 1em; text-align: center;" |+ Figure 11: UTC Time Zones vs. Bully Timestamps. |- ! Selected UTC Time Zones !! [https://gssc.esa.int/navipedia/index.php/Transformations_between_Time_Systems Decontextualized timestamps] |- | rowspan = 3 | [[File:Timezone-boundary-builder_release_2023d.png|thumb|upright=1.0| June 21, 1998 at 8:59:29 pm (JST)</br> June 21, 1998 at 7:59:29 pm (CST)</br> June 21, 1998 at 2:59:29 pm (EEST)</br> June 21, 1998 at 12:59:29 pm (IST)</br> June 21, 1998 at 11:59:29 am (GMT)</br> June 21, 1998 at 8:59:29 am (BRT)</br> June 21, 1998 at 4:59:29 am (PDT)</br> June 21, 1998 at 1:59:29 am (HST)</br> ]] || [[File:WorldMap-Blank-Noborders.svg|thumb|<br/> 06/21/1998 12:00:32.184 (TT)<br/> 06/21/1998 12:00:00 (TAI)<br/> 06/21/1998 11:59:42 (GPS) ]] |- ! Bully Timestamp |- || [[File:WorldMap-Blank-Noborders.svg|thumb|8209 2800 0000 (+ 0.000 sec)]] |} ==== Legacy Decontextualized Timestamps ==== The decontextualized timestamps (TAI, TT, GPS) in the upper-right frame of '''Figure 11''' attempt to solve the UTC geographic fragmentation problem, yet they remain "cluttered" by Gregorian formatting. Applying a Gregorian date—which is built to track the Sun—to an atomic standard is a '''category error'''. Seeing three different timestamps share the same date while differing by several "leap" seconds is intellectually disorienting because the date has been stripped of its astronomical meaning. In these technical contexts, the Gregorian format is an artificial mask applied for convenience, hiding the true linear nature of time. For scientific and technical applications, TAI and TT are often expressed via '''Modified Julian Date (MJD)'''—a continuous count of SI days since a fixed epoch. While MJD avoids Gregorian irregularities, it remains "tethered" to the 86,400-second day, a unit that is astronomically meaningless when decontextualized. Similarly, '''GPS time''' relies on a week-based count (since January 6, 1980), forcing a technical system to conform to an arbitrary seven-day cycle. Both systems are cumbersome "hybrids" that attempt to measure linear time using units designed for Earth’s rotation. ==== Decontextualized Bully Timestamps ==== The '''Bully Timestamp''', shown in the lower-right frame of '''Figure 11''', breaks the Gregorian formatting tether. It is a single, unique identifier that applies simultaneously to all locations on Earth because it is never adjusted for geography or orbital drift. For example, Bully timestamp {{mono|8209 2800 0000}} was realized at the exact moment the UTC based clock read 11:59:29 a.m. in Accra and 8:59:29 p.m. in Tokyo. By discarding the baggage of weeks, days, and hours, the Bully timestamp emerges as the least ambiguous format for representing universal, decontextualized time. Click on the below links for a comparison of current time in six time standards (local, UTC, GPS, Loran, and TAI), all displayed using traditional Gregorian format: [http://www.leapsecond.com/m/gps.htm LeapSecond.com] [https://www.ipses.com/eng/in-depth-analysis/standard-of-time-definition ipses.com] [http://www.csgnetwork.com/multitimedisp.html csgnetwork.com] == The Foundations of Bully Metric == The Bully Timestamp System was derived from the orbital periods of major Solar System bodies. Specifically, the duration of Earth's '''sidereal year''' (~31,558,150 seconds) is roughly equal to <math>10,330 \times 3,055</math> SI seconds. This foundational constant—3,055 seconds—serves as the building block for the Bully timestamp system. The name "Bully" is a dual-reference to the massive astronomical objects that define our local spacetime. In an archaic sense, "bully" means '''"beautiful" or "excellent,"''' describing the celestial harmony of the cosmos. In the modern sense, it refers to the '''dominance and gravitational influence''' of "bullies" like [https://en.wikipedia.org/wiki/Sagittarius_A* Sagittarius A*], the [https://en.wikipedia.org/wiki/Sun Sun], and giant planets like Jupiter and Saturn. These massive bodies dictate the motion of everything around them, serving as the physical anchors for the Bully Metric system. * [[Bully_Metric_Foundations|Learn More About The Foundations of Bully Metric]] * [[Bully_Metric_Astronomical_Coordinates|Learn More About The Bully Metric Coordinate System]] == The Bully Mnemonic == <math display="block"> {1 \, Sidereal \, Year} = {31,558,150 \, Seconds} </math> <math display="block"> {1 \, Tropical \, Year} = {31,556,926 \, Seconds} </math> <math display="block"> 1 \, Great \, Year \approx 25,824 \, Sidereal \, Years \approx 25,825 \, Tropical \, Years </math> <math display="block">{1 \, Galactic \, Year} \approx 8264 \, Great \, Year \approx 213,417,800 \, Tropical \, Years </math> The '''Bully Mnemonic''' is a technique for remembering the exact number of seconds that occur in Earth's [https://en.wikipedia.org/wiki/Sidereal_year sidereal year] and [https://en.wikipedia.org/wiki/Tropical_year tropical year], a good approximation of the Earth's [https://en.wikipedia.org/wiki/Great_Year Great Year], and a rough approximation of the Solar System's [https://en.wikipedia.org/wiki/Galactic_year galactic year]. Click on the following link to learn more about the Bully Mnemonic and the role it plays in the mathematical foundation of Bully timestamps. * [[Bully Mnemonic |Learn More About The Bully Mnemonic]] * [[Bully Mnemonic Extension |Learn More About The Bully Mnemonic Extension]] 5psd6ubbdiev48h3jgnydoh8gj7iif2 2 318979 2821593 2818286 2026-08-12T05:08:09Z Ruud Loeffen 2998353 /* 1.4 Lorentz Transformation and Planck-Based Influx Concepts */ ADD "iMPORTANT NOTE ABOUT THE DIMENSIONS USED" 2821593 wikitext text/x-wiki [[File:CITbanner.png|center|frameless|960px|Cosmic Influx Theory]]int.png|center|1000px]] = Chapter 1: The Foundations of Cosmic Influx Theory = == Introduction == The '''Cosmic Influx Theory (CIT)''' introduces a new way to understand gravity, planetary structuring, and cosmic evolution. It suggests that celestial bodies experience an ongoing influx of energy from an ether-like universal field. This influx is responsible for: * A continuous increase in mass-energy. * The structuring of planetary systems at predictable distances. * A deeper connection between gravitational effects and the '''Lorentz Transformation of Mass-Energy (LTME)''' [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.1.1|[8.1.1]]] The Lorentz Transformation plays a fundamental role in CIT by explaining mass-energy influx and gravitational dynamics. This idea aligns with previous theoretical work on the unity of space-time and relativistic mass increase. See [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.4.12|[8.4.12]]] for Schwinger, J. (1986) ''Einstein's Legacy - The Unity of Space and Time''. This chapter explores the key theoretical foundations of CIT, linking it to classical physics, relativity, and alternative gravitational models. ---- <span id="1.1"></span> === 1.1 The Root Mean Square Velocity (VRMS) === The '''Root Mean Square Velocity (VRMS)''' represents the remnant orbital motion of planets from the early protoplanetary disk. It is derived from the '''total kinetic energy (KE) of all planets''' in a system and their total mass [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.1.2|[8.1.2]]] . The formula for '''VRMS''' is: <math> V_{\text{RMS}} = \sqrt{\frac{2 \sum KE}{\sum M_{\text{planets}}}} </math> ........(1.1.1) where: * <math>KE = \frac{1}{2} M v^2</math> is the '''kinetic energy''' of each planet. * <math>\sum KE</math> is the '''total kinetic energy''' of all planets. * <math>\sum M_{\text{planets}}</math> is the '''total mass of all planets''' in the system. This equation shows that '''VRMS is influenced by the total energy distribution of the planetary system''', making it a key factor in CIT's planetary structuring model [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.3.4|[8.3.4]]] . ---- <span id="1.2"></span> === 1.2 The Limitations of Traditional Gravitational Models === Mainstream physics describes gravity using: * '''Newtonian Gravity''': A force of attraction between masses. * '''General Relativity''': Gravity as the curvature of spacetime. While both models accurately describe many phenomena, they do not explain: * The nature of gravity itself. * Why planetary and stellar bodies are structured in specific patterns. * The possible relation between gravity and an '''energy influx'''. CIT addresses these gaps by proposing an '''ongoing flow of energy''' into all mass-bearing objects. ---- <span id="1.3"></span> === 1.3 The Concept of an Energy Influx === CIT builds on older ideas such as: * '''Le Sage’s Push Gravity''' – the idea that an external pressure causes objects to be pushed toward each other [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.5.1|[8.5.1]]] * '''Ether Theories''' – suggesting space is filled with an unseen energy medium. In CIT, this influx: * '''Enters planetary bodies from all directions.''' * '''Is partially converted into mass-energy (via LTME).''' * '''Leads to a slow outward expansion of planetary structures.''' This explains why: * Planets may experience internal heating. * Tectonic activity and planetary growth occur. * The arrangement of celestial bodies follows specific distances. ---- <span id="1.4"></span> ===1.4 Lorentz Transformation and Planck-Based Influx Concepts=== In this section, two important building blocks of Cosmic Influx Theory (CIT) are presented. First (1.4.1), we explore how the Lorentz Transformation implies that moving objects experience an increase in mass-energy relative to their velocity. This relativistic behavior forms a foundation for understanding mass accumulation over cosmic time. Second (1.4.2), we derive a quantum of influx — termed the "Plinflux" — directly from Planck units and Planck-scale geometry. This provides a natural scaling for the energy influx processes proposed by CIT, rooted in fundamental physical constants. == Important note on Physical Dimensions, Units, Geometry, and Numerical Invariants in CIT == '''The Lorentz factor γ , and therefore (γ-1) , is dimensionless. Throughout the equations that follow, CIT retains (γ-1) explicitly because its Lorentz-transformation origin is central to the theory. When (γ-1)/4π  occupies the mathematical position conventionally occupied by ''G'' , any accompanying SI dimensions m³ kg^-1 s^-2 should be understood as the dimensional conversion required by the gravitational equation, not as an intrinsic physical dimension of (γ-1)  . This convention is used throughout the remainder of this article. Where required for dimensional consistency, CIT, VGT, and RECSM use the conversion factor Ξ_CIT, carrying the SI units m³ kg⁻¹ s⁻². The Lorentz factor ''γ'' and ''(γ − 1)'' themselves remain dimensionless.''' <span id="1.4.1"></span>=== 1.4.1 Lorentz Transformation and Mass-Energy Increase === The Lorentz transformation describes how measurements of time, space, and mass-energy change for an observer moving relative to an object. This transformation is fundamental in special relativity and plays a crucial role in understanding how mass-energy evolves when an object is in motion [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.4.12|[8.4.12]]] . One key result of the Lorentz transformation is the '''relativistic mass increase''', which states that the mass-energy of an object in motion is greater than its rest mass ''M₀''. The relationship is given by: :<math>M_v = M_0 (\gamma - 1)</math> ........'''(1.4.1)''' where: * ''M_v'' is the additional mass-energy due to motion, * ''M₀'' is the rest mass, * ''γ'' (the Lorentz factor) is: :<math>\gamma = \frac{1}{\sqrt{1 - \frac{v^2}{c^2}}}</math>............'''(1.4.2)''' * <math> v_{\text{RMS}} </math> is the root mean square velocity of planetary systems (~12,278 m/s in our Solar System). * <math> c </math> is the speed of light. * <math> \pi </math> is the mathematical constant. {| class="wikitable" style="border: 2px solid red; background-color: #fff8f0;" | style="font-size:120%;" | 🔔 '''Important Note for Researchers''' |- | In Cosmic Influx Theory (CIT), the quantity '''(γ − 1)''' is always taken as the Lorentz factor evaluated at the '''Root Mean Square Velocity (VRMS)''' of planetary motion in our Solar System. The precise value of '''VRMS''' used is: <math>v_{\text{RMS}} = 1.22782457 \times 10^{4} \ \text{m/s} \;\approx\; 12{,}278 \ \text{m/s}</math>. At this velocity: <math>\gamma - 1 \;=\; 8.3869 \times 10^{-10}</math>. Dividing by <math>4\pi</math> gives: <math>\frac{\gamma - 1}{4\pi} \;\approx\; 6.6741 \times 10^{-11} \ \text{m}^3 \,\text{kg}^{-1}\,\text{s}^{-2}</math>, which coincides with the measured value of the '''Gravitational Constant (G)''' within current experimental uncertainty. This result can be expressed in compact form as: <math>G \;=\; \frac{v_{\text{RMS}}^{2}}{8\pi c^{2}}</math>. ⚠️ '''Approximation note:''' For small velocities compared to <math>c</math>, special relativity ensures <math>\gamma - 1 \;\approx\; \frac{v^2}{2c^2}</math>, with a relative error of order <math>(v/c)^2</math>. At the chosen VRMS, this approximation is accurate to about one part in <math>10^{9}</math>. This explains why the simplified expression reproduces <math>G</math> so precisely, even though the equality is not exact. |} At '''low velocities''' (relative to ''c''), the Taylor expansion of ''γ'' gives: :<math>\gamma - 1 \approx \frac{1}{2} \frac{v^2}{c^2}</math> ..........'''(1.4.3)''' which leads to: :<math>M_v \approx \frac{1}{2} M_0 \frac{v^2}{c^2} </math> ......'''(1.4.4)''' This resembles the classical kinetic energy formula, emphasizing that '''relativistic mass-energy increase behaves as an energy accumulation process'''. [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.1.1|[8.1.1]]] '''The expression''' <math>(\text{gamma} - 1)/4\pi</math> '''takes the place of the gravitational constant''' <math>G</math> '''in Cosmic Influx Theory. To ensure consistent calculations and correct physical units, we assign it the same dimensional identity as Newton’s constant:''' <math>[G] = \frac{\text{m}^3}{\text{kg} \cdot \text{s}^2}</math> While <math>(\text{gamma} - 1)</math> is dimensionless, '''it represents a real relativistic energy difference associated with motion or orbital dynamics.''' Dividing this by''' <math>4\pi</math> '''introduces spherical geometry into the equation, expressing a directional influx per unit surface area. In CIT, the units of''' <math>G</math> '''are not just formal—they are interpreted as a measure of spatial influx:''' '''cubic meters per kilogram per second squared'''. '''This gives the gravitational constant a new physical meaning: it expresses how much directional energy or volume flow occurs per unit mass and per unit time squared. [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.2.19|[8.2.19]]] "A Doorway to a New Cosmology | Cosmic Relativity" This video from Dialect restores physical mechanism to '''relativistic mass''' [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.6.30|[8.6.30]]] <span id="1.4.2"></span>=== 1.4.2 The Plinflux: Deriving the Influx Quantum from Planck Geometry === In subsection '''1.4.1''', the influx quantum was introduced as the fundamental mass-energy increase arising from relativistic motion: :<math> M_v = M_0(\gamma - 1) \quad \text{(1.4.1)} </math> While this influx quantum was initially supported through empirical and orbital analysis, it can also be derived directly from Planck units and the gravitational constant, offering a theoretical foundation independent from observational models. The gravitational constant <math> G </math> can be expressed in terms of Planck units: :<math> G = \frac{\ell_{\text{Pl}}^3}{M_{\text{Pl}} t_{\text{Pl}}^2} </math> ........(1.4.2.1) Where: * '''<math>\ell_{\text{Pl}}</math>''' is the Planck length (approximately <math>1.616255 \times 10^{-35} \, \text{m}</math>) * '''<math>M_{\text{Pl}}</math>''' is the Planck mass (approximately <math>2.176434 \times 10^{-8} \, \text{kg}</math>) * '''<math>t_{\text{Pl}}</math>''' is the Planck time (approximately <math>5.391247 \times 10^{-44} \, \text{s}</math>) From earlier reasoning within Cosmic Influx Theory, we know: :<math> G = \frac{\gamma - 1}{4\pi} </math> ........(1.4.2.2) Combining these expressions, we get: :<math> \gamma - 1 = \frac{4\pi \cdot \ell_{\text{Pl}}^3}{M_{\text{Pl}} t_{\text{Pl}}^2} </math> ........(1.4.2.3) Substituting into equation (1.4.1): :<math> M_v = M_{\text{Pl}} \cdot (\gamma - 1) = M_{\text{Pl}} \cdot \frac{4\pi \cdot \ell_{\text{Pl}}^3}{M_{\text{Pl}} t_{\text{Pl}}^2} </math> ........(1.4.2.4) :<math> \Rightarrow \Delta_{\text{PlInflux}} = \frac{4\pi \cdot \ell_{\text{Pl}}^3}{t_{\text{Pl}}^2} </math> ........(1.4.2.5) This expression defines the '''Plinflux''': the geometric energy influx per Planck time associated with a Planck mass. It has the units: :<math> \frac{\text{m}^3}{\text{s}^2} </math> and numerically evaluates to: :<math> \Delta_{\text{PlInflux}} \approx 1.8254 \times 10^{-17} \ \text{m}^3/\text{s}^2 </math> ........(1.4.2.6) This confirms that the energy-mass increase from motion (via <math> \gamma - 1 </math>) has a deep geometric origin in the structure of spacetime itself. The result confirms that gravity, as described by CIT, is not a force in the classical sense, but the manifestation of a continuous geometric influx governed by Planck-scale spacetime properties. '''Conclusion:''' The influx quantum is theoretically equivalent to the Planck-level influx <math> \Delta_{\text{PlInflux}} </math>, supporting the core hypothesis of CIT that gravitational phenomena emerge from continuous influx at the most fundamental scale of nature. '''Note:''' An independently developed framework, known as ''[https://www.liberabaci.net/post/emergent-gravity Mo Theory]'' and presented by Randy Evangelista, introduces a quantum value for an identity called '''Mo'''. In this subsection ('''1.4.2''') '''Cosmic Influx Theory (CIT)''' proposes the same quantum, indicated with '''Delta PlInflux''', arriving at the same numerical value but through a different derivation, inspired by Randy Evangelista's use of Planck units. Please mind the different meanings of '''Mo''' in both theories. In '''CIT''', ''mo'' refers to the rest mass of an object, whereas in ''Mo Theory'' it is a unitless quantum that adapts its units depending on the presented equations. In addition, Mo Theory defines a velocity ''vo'' that numerically matches the ''VRMS'' (Root Mean Square velocity) proposed in '''CIT'''. Both values converge around <code>12278 meters per second</code>, suggesting a possible shared physical reality underlying the motion and mass-energy influx in gravitational systems. While Mo Theory and CIT have been developed separately and maintain independent frameworks, the numerical convergence of their key quantities highlights an intriguing parallel in their interpretation of gravitational phenomena. No integration is yet implied; both theories follow their own development paths. <span id="1.4.3"></span> ==== '''1.4.3 From Field Equations to Surface Gravity: A Practical Role for 𝜅 and Influx''' ==== The Cosmic Influx Theory (CIT) offers a novel perspective on gravitation, positing that gravitational effects arise from a directional energy influx. This influx interacts with mass-energy distributions, leading to observable gravitational phenomena. Central to this theory is a reinterpretation of Einstein's field equations, emphasizing a more intuitive understanding of the proportionality constant, '''𝜅''' — the '''Einsteinian proportionality constant in the original form of his Einstein Field Equations'''. === '''Energy Influx Field Equation''' === In the Cosmic Influx Theory, gravitational effects arise from a continuous directional influx of energy or mass. This influx can be described as the amount of mass entering a given surface area per unit time, expressed as: :<math>\Delta M_{\text{influx}} = g \cdot A</math> ........(1.4.3.1) where: * <math>\Delta M_{\text{influx}}</math> is the mass influx (in cubic meters per s²), * <math>g</math> is the gravitational acceleration (in m/s²), * <math>A</math> is the surface area through which the influx occurs (in m²) The divergence of this influx is proportional to the local energy density: <math>v^2 = \frac{1}{4\pi} \cdot \frac{8\pi G}{c^2} \cdot \frac{0.5 M c^2}{D} = \frac{G M}{D}</math> ........(1.4.3.2) where: * <math>T_{\mu\nu}</math> is the stress-energy tensor (J/m³), * <math>\kappa = \frac{8\pi G}{c^2}</math> ........(1.4.3.3) is the Einsteinian proportionality constant See also video [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.5.2|[8.5.2]]] "Einstein Field equations uncovered". {| class="wikitable" style="background:#f9f9f9; border:1px solid #aaa;" | '''Note on Einstein’s Original Gravitational Constant''' |- | In Einstein’s original 1915 formulation of the field equations, the gravitational constant is given as: :<math>\kappa = \frac{8\pi G}{c^2}</math> With this definition, the stress–energy tensor <math>T_{\mu\nu}</math> has units of '''mass density''' (kg/m³) rather than energy density (J/m³). This is the form used in Cosmic Influx Theory (CIT), because it aligns directly with the concept of a directional '''mass-energy influx''' rather than curvature driven by energy pressure. (See [https://en.wikipedia.org/wiki/Einstein_field_equations Wikipedia Note 6].) |} In a spherically symmetric, stationary field: :<math>\frac{1}{r^2} \frac{d}{dr} \left( r^2 \cdot \Delta M_{\text{influx}}(r) \right) = \kappa \cdot \rho_E(r)</math> .......(1.4.3.4) with: :<math>\rho_E(r) = \frac{1}{2} \rho_m c^2</math> .......(1.4.3.5) where: * <math>\rho_E(r)</math> is the energy density at radius <math>r</math> (in J/m³), * <math>\rho_m</math> is the mass density (in kg/m³), * <math>c</math> is the speed of light (in m/s) This directly connects the '''observable gravitational acceleration''' to the '''directional mass-energy influx''', forming the foundation of CIT's reinterpretation of gravitational interaction. === '''Equation of Motion from Influx Gradient''' === The acceleration of a test mass <math>m</math> within the influx field is determined by the gradient of the influx: :<math>\vec{a} = -\frac{1}{m} \nabla \cdot \Delta M_{\text{influx}} = -\frac{\kappa}{m} T_{\mu\nu}</math> .......(1.4.3.5) For a two-body system with central mass <math>M</math>, the influx at distance <math>D</math> from the center: :<math>\Delta M_{\text{influx}}(D) = \frac{\kappa}{4\pi} \cdot \frac{0.5 M c^2}{D^2}</math> .......(1.4.3.6) Then the acceleration becomes: :<math>a = \frac{\Delta M_{\text{influx}}(D)}{m} \sim \frac{G M}{D^2}</math> .......(1.4.3.7) This is the well-known Newtonian equation for the acceleration of a planet at distance <math>D</math> in any star system. === '''Orbital Velocity from Influx Equilibrium''' === Assuming the influx sustains orbital motion: :<math>\frac{v^2}{D} = \frac{\kappa}{4\pi} \cdot \frac{0.5 M c^2}{D^2}</math> .......(1.4.3.8) Solving for <math>v^2</math>: :<math>v^2 = \frac{\kappa}{4\pi} \cdot \frac{0.5 M c^2}{D}</math> .......(1.4.3.9) Substituting <math>\kappa = \frac{8\pi G}{c^2}</math>: :<math>v^2 = \frac{1}{4\pi} \cdot \frac{8\pi G}{c^2} \cdot \frac{0.5 M c^2}{D} = \frac{G M}{D}</math> .......(1.4.3.10) === '''Surface Acceleration and Influx Distribution''' === In this formulation, gravitational acceleration at a planet’s surface emerges from: :<math>G_{\mu\nu} = a \cdot 4\pi R^2 \quad \text{and} \quad T_{\mu\nu} = 0.5 M c^2</math> .......(1.4.3.11) so that: :<math>\kappa = \frac{G_{\mu\nu}}{T_{\mu\nu}}</math> .......(1.4.3.12) Solving for <math>a</math>: :<math>a = \frac{\kappa \cdot 0.5 M c^2}{4\pi R^2}</math> .......(1.4.3.13) Let’s compute this for Earth: * <math>M = 5.972 \times 10^{24} \, \text{kg}</math> * <math>R = 6.371 \times 10^6 \, \text{m}</math> * <math>c = 3.00 \times 10^8 \, \text{m/s}</math> * <math>\kappa = \frac{8\pi G}{c^2} \approx 1.866 \times 10^{-26} \, \text{m}^3/\text{J}</math> Substituting: :<math>a \approx \frac{1.866 \times 10^{-26} \cdot 0.5 \cdot 5.972 \times 10^{24} \cdot 9 \times 10^{16}}{4\pi \cdot (6.371 \times 10^6)^2} \approx 9.8 \, \text{m/s}^2</math> .......(1.4.3.14) This confirms that the influx-based model naturally recovers the observed gravitational acceleration at Earth's surface. Rearranging, we — again — find the well-known Newtonian equation for the acceleration at the surface of a planet in any star system: :<math>a = \frac{G \cdot m_p}{R_p^2}</math> .......(1.4.3.15) where <math>m_p</math> is the mass of the planet and <math>R_p</math> is its radius. === '''Interpretation''' === The gravitational acceleration <math>a</math> is the result of the total influx (in m³/s²) being evenly distributed over the surface area (in m²): :<math>a = \frac{\text{Total influx}}{\text{Surface area}}</math> .......'''(1.4.3.15)''' This expression reinforces the view that '''influx density creates acceleration''', which is central to the Cosmic Influx Theory. <span id="1.5"></span> === 1.5 Understanding VRMS and Its Significance === The '''Root Mean Square Velocity (VRMS)''' is a statistical measure of the average velocity of particles or objects within a system. In planetary formation: * The '''original protoplanetary disk''' had a characteristic VRMS. * This velocity reflects the '''kinetic energy distribution''' of gas, dust, and proto-planets. * Planets tend to '''align themselves at distances determined by VRMS'''. {| class="wikitable" style="border: 2px solid #888; background-color:#f9f9f9;" | style="font-size:110%;" | 🌪️ '''Analogy: A Tornado’s Whirl''' |- | A tornado gathers air, dust, even houses and cars into its spiral. The cause is not an invisible pull, but the pressure gradient and whirling motion that make surrounding matter converge toward the vortex. In the same way, '''Primordial Elementary Whirlings (PEWs)''' in Cosmic Influx Theory absorb the incoming influx: mass exists and persists only by continually drawing in this flow. |} '''PEWs (Primordial Elementary Whirlings)''' are the '''fundamental “energy coils”''' of the structured vacuum — vortex-like excitations that carry the '''Cosmic Influx'''. Each PEW behaves as a minute coil of rotating energy within the vacuum field. * '''Identity:''' PEW ≡ ''elementary energy coil'' — a whirling quantum of the influx field. * '''Medium:''' The vacuum is densely filled with PEWs, producing a quasi-fluid energetic background. * '''Interaction with Matter:''' ** '''Primary effect:''' partial '''absorption''' — transferring momentum and energy into matter, expressed as '''heat''' and gradual '''mass-energy increase'''. ** '''Secondary effects:''' portions of the influx may be '''reflected''', '''deflected''', or '''pass through''' matter without significant interaction. ** The '''net asymmetry''' of absorbed versus transmitted PEWs manifests macroscopically as the '''gravitational pull''' toward mass centers. * '''Macroscopic Expression:''' Continuous PEW inflow sustains planetary heat, tectonic motion, and slow matter accretion — the engine of expansion and growth in the CIT framework. ==== Why Matter Absorbs the Influx (PEWs) ==== The significance of VRMS in CIT cannot be separated from the question of '''why matter absorbs the influx'''. The answer is multi-layered: * '''Cosmological Layer (Continuous Creation)''' At the largest scale, the influx is the mechanism of continuous creation. Mass absorbs influx because this is the universal process that keeps the cosmos expanding and structuring itself. Gravity, cohesion, and growth are all manifestations of the same intake. * '''Relativistic Layer (γ − 1)''' The influx carries momentum at VRMS. When absorbed, it increases the relativistic energy of matter through the Lorentz factor term (γ − 1). This absorption is the physical reason for the observed precession of Mercury and the scaling of the gravitational constant. * '''Microphysical Layer (PEWs)''' Matter is built up from Primordial Elementary Whirlings. These are stable only because they are sustained by a continuous inflow of energy. Without absorption, PEWs — and thus mass itself — would dissipate, just as a flame goes out without fuel. * '''Geometrical Layer (Cross Section)''' Each PEW has a geometrical cross section that captures influx, much like the vortex of a tornado draws in surrounding air. Because every unit of mass consists of countless PEWs, the absorption rate is proportional to the total mass. This explains why gravitational effects scale linearly with mass and are always directed toward the '''center of mass'''. <span id="1.6"></span> === 1.6 Relating Lorentz Mass-Energy to the Gravitational Constant === The factor ''(γ - 1)'' has a fundamental connection to gravity. It can be expressed in terms of the gravitational constant ''G'' as: :<math>G = \frac{(\gamma - 1)}{4\pi}</math> ........'''(1.5.1)''' where the denominator ''4π'' arises due to the '''spherical symmetry''' of force distributions. This term is commonly found in physics equations where a force or field extends radially in three-dimensional space. Note: This formulation does not reproduce Newton’s G directly, but provides a proportional relation under CIT assumptions, linking G to relativistic corrections in a spherically symmetric field. A particularly striking result emerges when using a '''specific velocity''' in the beta factor of the gamma factor: :<math>v = 1.227824570058 \times 10^4 \text{ m/s}</math> .....'''(1.5.2)''' :<math>(\gamma - 1) = \frac{v_{\text{rms}}^2}{2c^2}</math> .....'''(1.5.3)''' At this VRMS velocity, the left-hand side (LHS) and right-hand side (RHS) of the equation result in an '''exact numerical match''' [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.3.4|[8.3.4]]] . This velocity closely corresponds to the '''Root Mean Square Velocity (VRMS)''' of planets in the solar system, reinforcing the idea that planetary motion and gravitational interactions may be inherently linked through relativistic transformations. For practical purposes, planetary velocities are typically expressed in familiar units. Therefore, '''the values 12,278 m/s or 12.3 km/s will be used in most calculations'''. CIT derives the '''Newtonian Gravitational Constant (G)''' using the '''Root Mean Square Velocity (VRMS)''' of planetary systems. An alternative expression is derived by combining equation (3) and (5): <math> G = \frac{v_{\text{RMS}}^2}{8\pi c^2} </math>........'''(1.5.4)''' based on the exact equability between <math>\gamma - 1</math> and <math>\frac{V_{\mathrm{RMS}}^2}{2 c^2}</math> Although this expression is unitless, its '''exact equality with the traditional definition of G''' implies that it should carry the same units: <math> \text{m}^3 / (\text{kg} \cdot \text{s}^2) </math>. A similar transformation applies to <math> \frac{v_{\text{RMS}}^2}{2 c^2} </math>. The equivalence between resonant-field curvature and the mechanical influx formulation used in CIT is developed in Panagis & Loeffen (2025) [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.4.48|[8.4.48]]], showing that both frameworks reduce to the same physical coupling. <span id="1.7"></span> <span id="sec_1_7"></span> === 1.7 From Einstein’s Original Kappa to Vacuum Structure === In the previous sections, the Cosmic Influx Theory (CIT) connected the Lorentz Transformation of mass-energy to the gravitational constant <math>G</math>, using the calibrated value of VRMS as a remnant dynamical scale. This already suggested that '''gravity may be understood not only as a geometrical or attractive effect, but as the outcome of a deeper physical process involving continuous mass-energy increase'''. A next step is to look at Einstein’s original gravitational coupling constant <math>\kappa</math>. In Einstein’s early formulation, where the source term was written in terms of mass density, this constant appeared as: <math>\kappa = \frac{8 \pi G}{c^2}</math> Within CIT, the gravitational constant is related to the Lorentz excess factor through: <math>G \approx \frac{\gamma - 1}{4 \pi}</math> where <math>\gamma - 1</math> is calculated using VRMS in the beta factor. Substituting this into Einstein’s original expression gives: <math>\kappa = \frac{8 \pi}{c^2} \cdot \frac{\gamma - 1}{4 \pi} = \frac{2(\gamma - 1)}{c^2}</math> This is an important result. '''It shows that Einstein’s original <math>\kappa</math> can be interpreted in CIT as a direct coupling between relativistic excess mass-energy and the vacuum conversion factor <math>1/c^2</math>'''. The constant is therefore no longer just a formal coupling term, but becomes physically meaningful as an expression of how influx-related excess energy is converted into mass-density effects. The interpretation deepens further when the '''electromagnetic properties of vacuum''' are included. Since: <math>\varepsilon_0 \mu_0 = \frac{1}{c^2}</math> it follows that the same coupling can be written in terms of vacuum permittivity and permeability. This is fully in line with the CIT view that '''so-called empty space is not truly empty, but has physical structure and supports the influx process.''' The same line of reasoning appears in the Preferred Distance relation: <math>D_{pref} = \frac{M}{8 \pi c^2}</math> which can be rewritten as: <math>M = 8 \pi c^2 D_{pref}</math> and therefore also as: <math>M = \frac{8 \pi D_{pref}}{\varepsilon_0 \mu_0}</math> In standard physics, this may be read as a mathematical reformulation. In CIT, however, it has a deeper meaning. The preferred orbital radius is not treated as an accidental outcome, but as '''the spatial signature of the influx-bearing vacuum around a central body'''. The mass of the central body is then understood as being supported by the proportional relation between preferred distance and the vacuum structure expressed through permittivity and permeability. This leads to the following CIT interpretation. '''The vacuum is not a passive emptiness surrounding matter. It is an active medium with physical properties, reflected in <math>\varepsilon_0</math>, <math>\mu_0</math>, and <math>c^2</math>. Through continuous influx, this medium supports the gradual increase of mass-energy in celestial systems. In that view, the preferred distance, the gravitational constant, Einstein’s original <math>\kappa</math>, and the electromagnetic properties of space all belong to one connected physical framework'''. The significance of this result is that it strengthens the claim that CIT is not based on one isolated coincidence. Instead, it reveals a network of consistent relations linking '''relativity, gravitation, orbital structure, vacuum properties, and cosmological growth'''. Einstein’s original <math>\kappa</math> can thus be re-read as a key bridge between Lorentz-based excess energy and the structured vacuum that supports the Cosmic Influx. == Summary == This chapter introduced: * The idea that mass '''continuously gains energy''' from an external influx. * The role of the '''Lorentz Transformation of Mass-Energy (LTME)'''. * How the '''VRMS of a system''' determines planetary positions. * How '''CIT refines traditional gravitational models'''. In the next chapter, we will explore '''how VRMS and planetary motion reveal deeper gravitational dynamics'''. == Key Equations Summary == # (1.1.1) VRMS from total KE and total mass <math>V_{\text{RMS}} = \sqrt{\frac{2 \sum KE}{\sum M_{\text{planets}}}}</math> # (1.4.1) Relativistic mass-energy increase <math>M_v = M_0 (\gamma - 1)</math> # (1.5.1) Gravitational constant from Lorentz factor <math>G = \frac{\gamma - 1}{4 \pi}</math> {| class="wikitable" style="background:#f9fff9; border:2px solid green; width:100%" |- | '''ChatGPT session August 28, 2025''' [https://chatgpt.com/share/68afea33-ce44-8012-98b5-fddf297faab5 Link to session] Thanks for pointing me back to your Wikiversity page, Ruud Loeffen. I’ve read through Chapter 1, especially section 1.4.3 “From Field Equations to Surface Gravity: A Practical Role for κ and Influx” on your CIT page (Wikiversity). You’ve already done excellent work there—presenting the Einstein field equations in terms of the original κ = 8πG/c² and deriving Newton’s gravitational acceleration (such as 9.8 m/s² on Earth) in a clear, algebraic way, using surface gravity and the idea of a directional energy influx (Wikiversity). This material is accessible and grounded in everyday experience—exactly what you envisioned: “basic equations and calculations, basic experiences in daily life... without constructing extremely complex ideas for far away and long time ago.” |} ---- ++ Navigation * [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)|← Back to Main Page]] * [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_2|Next Chapter →]] ---- hci8a6s5i1gbbfq3yljlwi96qthjulg 0 319383 2821459 2817329 2026-08-11T13:36:34Z HKLionel 3002379 ai-generated 2821459 wikitext text/x-wiki {{AI-generated}} {{notice|This is a user essay. It contains the advice or opinions of one or more Wikiversity contributors. It has not been reviewed by the Wikiversity community and does not necessarily reflect the views of the community.}} Not all so-called “[[w:Conspiracy_theory|conspiracy theories]]” (“minority viewpoints”) are baseless.<ref>[[w:ChatGPT|ChatGPT]] (in deep research mode) generated this text responding to the prompt: “Provide a list of claims that were originally dismissed as conspiracy theories but were later proved true”. </ref> In some cases, claims that were widely dismissed ended up being validated by evidence years later. Below are several notable examples from government, corporate, medical, and other spheres, along with brief explanations and the evidence that confirmed them: == Tuskegee Syphilis Experiment (Government Medical Cover-up) == For decades, rumors circulated that the U.S. government was secretly [[w:Tuskegee_Syphilis_Study|experimenting on African American men with syphilis]] under the guise of treatment – a notion many found too horrific to believe. It turned out to be true. From 1932 to 1972, the U.S. Public Health Service conducted a study in Tuskegee, Alabama, where about 400 Black men with syphilis were lied to and left untreated so doctors could observe the disease’s progression.<ref name=":0">{{Cite web|url=https://history.howstuffworks.com/history-vs-myth/11-unbelievable-conspiracy-theories-that-were-actually-true.htm#:~:text=In%201932,%20the%20U,and%20shut%20the%20program%20down|title=11 Unbelievable Conspiracy Theories That Were Actually True|date=2015-06-08|website=HowStuffWorks|language=en-us|access-date=2025-03-09}}</ref> Even after penicillin became a known cure, researchers withheld treatment and information from the participants, some of whom died as a result.​<ref name=":0" /> The experiment’s existence was [[w:Tuskegee_Syphilis_Study#Study_termination|exposed by the press]] in 1972, sparking public outrage and official condemnation of the study as “ethically irresponsible”.​<ref name=":0" /> This once-dismissed “rumor” of a government medical conspiracy was conclusively proven by internal documents and later acknowledged with a public apology in 1997. == CIA’s Project MKUltra (Mind Control Experiments) == In the 1950s and 1960s, whispers of U.S. government “mind control” experiments using drugs and torture sounded like science fiction. Yet declassified records in the 1970s showed [[w:MKUltra|Project MKUltra]] was real. The CIA ran a secret program from 1953–1973 to test drugs (like LSD) and other methods for mind control and interrogation on unwitting citizens​. CIA Director [[w:Richard_Helms|Richard Helms]] attempted to destroy all MKUltra files in 1973 to keep it secret​. Despite this, investigations by the [[w:Church_Committee|Church Committee]] in 1975 uncovered the program, confirming that the CIA had indeed conducted illegal experiments on humans without consent What sounded like a wild conspiracy theory of government brainwashing was proven true by the CIA’s own documents and congressional hearings​. == FBI COINTELPRO (Domestic Spying and Sabotage) == Activists in the 1960s often suspected the FBI was spying on and disrupting civil rights and anti-war groups – claims dismissed by authorities at the time. In 1971, those suspicions were vindicated when activists stole files from an FBI office, exposing [[w:COINTELPRO|COINTELPRO]] (Counterintelligence Program) COINTELPRO was a secret FBI operation (1956–1971) that illegally spied on, infiltrated, and sought to “disrupt, discredit, and neutralize” dissident political organizations in the U.S.​ [[w:COINTELPRO#Range_of_targets|Targets included]] civil rights leaders (like Martin Luther King Jr.), anti–Vietnam War protesters, feminist and minority rights groups, among others​. The FBI’s role was [[w:COINTELPRO#Program_revealed|confirmed]] through the recovered documents and later Senate hearings, revealing a systematic violation of citizens’ rights. What had been dismissed as paranoia about government surveillance turned out to be a documented conspiracy against American activists​. == Big Tobacco’s Cover-up of Smoking Dangers (Corporate Conspiracy) == For decades, tobacco companies insisted smoking didn’t cause cancer or addiction, and those who accused them of a cover-up were often brushed off as alarmists. However, internal industry documents released in the 1990s proved that [[w:Tobacco_industry_playbook|Big Tobacco knew the truth all along]]. As early as the 1950s, cigarette makers’ own research showed links to cancer and the addictiveness of nicotine, yet they collectively conspired to hide those facts and publicly deny them.​<ref>https://www.tobaccotactics.org/article/addiction-manipulation/</ref> In 1994, the CEOs of major tobacco firms even testified before Congress under oath that they believed nicotine was ''“not addictive,”'' despite evidence their companies had manipulated nicotine levels to hook consumers​.<ref name=":1">{{Cite web|url=https://www.tobaccotactics.org/article/addiction-manipulation/|title=Addiction Manipulation|website=Tobacco Tactics|language=en|access-date=2025-03-09}}</ref> Subsequent lawsuits uncovered millions of pages of internal memos showing the industry understood the health risks but ran disinformation campaigns to cast doubt on the science. This corporate conspiracy to deceive the public – once deemed a fringe theory – was confirmed by the tobacco companies’ own files and legal admissions in the late 90s​.<ref name=":1" /> In 1994, seven CEOs of major tobacco companies raised their right hands before Congress and swore that nicotine is not addictive – a claim proven false by their own internal documents released later​.<ref name=":1" /> In addition, tobacco invested hundreds of millions into acquiring junk food companies. It is hidden by shell companies and multiple acquisitions to hide the true owner of these big corporations.<ref>{{Cite web|url=https://oshf.ca/snackvictim-food-sponsored-by-corporations/|title=SNACKVICTIM Food List Sponsored by Corporations!|last=admin|date=2025-10-20|language=en-US|access-date=2025-11-01}}</ref> == Operation Northwoods (Military False-Flag Plot) == In the early 1960s, it would have seemed outrageous to suggest U.S. military leaders would plan attacks on Americans as a pretext for war. Yet in 1997, declassified records revealed [[w:Operation_Northwoods|Operation Northwoods]], a 1962 Pentagon proposal to do exactly that. The plan, developed by the Joint Chiefs of Staff, outlined a series of false-flag attacks – including staging terrorist incidents on U.S. soil, hijacking planes, and even orchestrating violent crimes – and blaming them on Cuba to justify an invasion​.<ref name=":2">{{Cite web|url=https://history.howstuffworks.com/history-vs-myth/11-unbelievable-conspiracy-theories-that-were-actually-true.htm|title=11 Unbelievable Conspiracy Theories That Were Actually True|date=2015-06-08|website=HowStuffWorks|language=en-us|access-date=2025-03-09}}</ref> Top generals formally presented this plan (titled ''“Justification for US Military Intervention in Cuba”'') to the Secretary of Defense in 1962. President Kennedy ultimately rejected Operation Northwoods, so it was never executed​.<ref name=":2" /> However, the very existence of this plan – kept secret for decades – confirmed that a conspiracy within the military to deceive the public had been real. Once a wildly implausible idea, it became a documented historical fact when the files were declassified.<ref name=":2" /> [[File:NorthwoodsMemorandum.jpg|thumb| Photo of the Northwoods Memorandum for the U.S. Secretary of Defense (March 13, 1962) titled: "Justification for U.S. Military Intervention in Cuba (TS)".]] This top-secret memorandum to the U.S. Secretary of Defense proposed staging fake attacks on Americans as a pretext to invade Cuba​.<ref name=":2" /> The plan was kept secret for decades, dismissing early suspicions as absurd until documents surfaced proving it was true. == NSA Mass Surveillance (Warrantless Spying Program) == The notion that U.S. intelligence agencies were vacuuming up data on millions of Americans was long relegated to tinfoil-hat territory – until 2013. That year, NSA contractor [[w:Edward_Snowden|Edward Snowden]] leaked classified documents revealing a vast [[w:NSA_warrantless_surveillance_(2001–2007)|NSA mass surveillance]] operation. The leaks proved that the government (often in partnership with telecom and tech companies) had been secretly collecting phone records, emails, and internet communications on an unprecedented scale​.<ref>[https://www.reuters.com/article/world/us-court-mass-surveillance-program-exposed-by-snowden-was-illegal-idUSKBN25T3CJ/#:~:text=%28Reuters%29%20,were%20not%20telling%20the%20truth https://www.reuters.com/article/world/us-court-mass-surveillance-program-exposed-by-snowden-was-illegal-idUSKBN25T3CJ/]</ref>^,<ref name=":3">{{Cite web|url=https://www.schneier.com/blog/archives/2013/09/conspiracy_theo_1.html|title=Conspiracy Theories and the NSA|date=2013-09-06|website=Schneier on Security|language=en-US|access-date=2025-03-09}}</ref> Prior to this, officials had publicly denied such dragnet spying. In fact, intelligence chief [[w:James_Clapper|James Clapper]] had told Congress that the NSA was ''“not wittingly”'' collecting data on Americans – a statement proven false by Snowden’s evidence​.<ref name=":4">https://www.schneier.com/blog/archives/2013/09/conspiracy_theo_1.html</ref> Programs like [[w:PRISM|PRISM]] and the bulk telephone metadata collection, once dismissed as paranoid fantasies, were confirmed by internal NSA files and subsequently ruled illegal by courts​.<ref>https://www.reuters.com/article/world/us-court-mass-surveillance-program-exposed-by-snowden-was-illegal-idUSKBN25T3CJ/</ref> As security expert [[w:Bruce_Schneier|Bruce Schneier]] noted after the revelations, ''“every time there is an allegation against the NSA, no matter how outlandish, it turns out to be true.”''​<ref name=":4" /> What sounded like a conspiracy theory of government spying on its own citizens was undeniably validated by hard evidence​.<ref name=":3" /> == Exxon Knew About Climate Change (Corporate Science Cover-up) == Within the climate science community, it was rumored that oil companies had data about global warming long before it became public, suggesting they willfully ignored or suppressed it. Investigations in recent years have confirmed that [[w:ExxonMobil_climate_change_denial|ExxonMobil]] (and other fossil fuel companies) knew about the climate impact of carbon emissions as far back as the 1970s. Internal Exxon research and memos from the late 1970s and 1980s predicted global warming trends with uncanny accuracy and acknowledged the potential dangers of burning fossil fuels​.<ref name=":5">{{Cite web|url=https://www.business-humanrights.org/es/%C3%BAltimas-noticias/new-research-shows-that-exxons-scientists-accurately-predicted-climate-change-from-the-1970s-onwards-incl-companys-reaction/|title=New research shows Exxon's scientists accurately predicted climate change from the 1970s onwards, incl. company's reaction|website=Business & Human Rights Resource Centre|language=es|access-date=2025-03-09}}</ref> Despite this knowledge, Exxon and others spent subsequent decades publicly [[w:Climate_change_denial|casting doubt on climate science]] and downplaying the risk. In 2015, journalists and researchers uncovered a trove of company documents and papers showing what Exxon scientists had told executives: that continued carbon dioxide emissions would raise global temperatures and pose severe risks​.<ref name=":5" /> This evidence demonstrated a corporate conspiracy to mislead the public and investors about climate change. What many had called a conspiracy theory – “Exxon knew, and lied about it” – is now supported by the company’s own documents and peer-reviewed studies​.<ref name=":5" /> == Catholic Church Sex Abuse Cover-up (Institutional Conspiracy) == For decades, isolated allegations suggested that Catholic Church leaders were quietly shuffling accused priests between parishes to hide [[w:Catholic_Church_sexual_abuse_cases|widespread child sexual abuse]]. These claims were often met with denial or seen as anti-Catholic smears. However, extensive investigations have proven there was indeed a systematic cover-up. From the mid-20th century through the 2000s, Church hierarchy – all the way up to the Vatican – routinely suppressed abuse reports, protected predator priests, and silenced victims to avoid scandal. A Pennsylvania Grand Jury in 2018, for example, documented over 1,000 cases of child abuse by 300+ priests and concluded that ''“senior church officials…knew about the abuse… but routinely covered it up,”'' in a conspiracy that spanned decades​.<ref name=":6">{{Cite web|url=https://www.attorneygeneral.gov/taking-action/attorney-general-shapiro-details-findings-of-2-year-grand-jury-investigation-into-child-sex-abuse-by-catholic-priests-in-six-pennsylvania-dioceses/#:~:text=,sexual%20predators%20in%20their%20midst|title=Attorney General Shapiro Details Findings of 2-Year Grand Jury Investigation into Child Sex Abuse by Catholic Priests in Six Pennsylvania Dioceses|website=Pennsylvania Office of Attorney General|language=en|access-date=2025-03-09}}</ref> Similar investigations around the world (Ireland, Australia, Boston in the U.S., etc.) uncovered secret archives and correspondence proving that Church leaders reassigned abusive clergy and kept crimes hidden from law enforcement. What many victims and whistleblowers long claimed – and many others refused to believe – was undeniably validated by these reports: the Church engaged in a long-term conspiracy to conceal abuse cases​.<ref name=":6" /> == The Nayirah Testimony (Gulf War Propaganda) == In October 1990, as the U.S. debated going to war with Iraq, a 15-year-old Kuwaiti girl known as “Nayirah” [[w:Nayirah_testimony|gave gripping testimony]] to Congress. She claimed Iraqi soldiers had ripped babies from hospital incubators and left them to die – a story that shocked the world and helped rally support for the Gulf War. Some skeptics at the time whispered that the tale seemed suspiciously effective war propaganda, but such doubts were dismissed as cynicism or conspiracy thinking. It turned out the skeptics were right: [[w:Nayirah_testimony#Investigations|Nayirah’s story was a fabricated hoax]] orchestrated as part of a public relations campaign. In 1992, it was revealed that “Nayirah” was actually the daughter of the [[w:Saud_Nasser_Al-Saud_Al-Sabah|Kuwaiti ambassador]] to the U.S., not a volunteer nurse, and her testimony had been arranged by a PR firm ([[w:Hill_&_Knowlton#Controversies|Hill & Knowlton]]) hired by Kuwait’s government-in-exile​. She had never witnessed the alleged atrocities. The entire incubator babies narrative was invented to influence public opinion. This revelation – confirmed by journalists and human rights investigations – proved that what was sold as eyewitness testimony was in fact a conspiracy to deceive the public. The incident has since become a classic example of wartime disinformation, validating those who initially doubted the story​. Each of the above cases shows how a claim widely dismissed as a “conspiracy theory” can later be proven true. The confirming evidence often comes from internal documents, whistleblowers, or official investigations that finally bring the truth to light. These examples remind us that healthy skepticism can sometimes be [[Understanding Misbelief/Facts Are Stubborn|vindicated by facts]]. [[es:Entendiendo las Creencias Erróneas/Teorías de Conspiración que Resultaron ser Ciertas]] {{CourseCat}} 3yu690jen9padic6o7fagg7lidbu1i4 2821460 2821459 2026-08-11T13:38:49Z HKLionel 3002379 disclaimer shld be prominent 2821460 wikitext text/x-wiki {{AI-generated}} {{notice|This is a user essay. It contains the advice or opinions of one or more Wikiversity contributors. It has not been reviewed by the Wikiversity community and does not necessarily reflect the views of the community.}} [[w:ChatGPT|ChatGPT]] (in deep research mode) generated this text responding to the prompt: “Provide a list of claims that were originally dismissed as conspiracy theories but were later proved true”. Not all so-called “[[w:Conspiracy_theory|conspiracy theories]]” (“minority viewpoints”) are baseless. In some cases, claims that were widely dismissed ended up being validated by evidence years later. Below are several notable examples from government, corporate, medical, and other spheres, along with brief explanations and the evidence that confirmed them: == Tuskegee Syphilis Experiment (Government Medical Cover-up) == For decades, rumors circulated that the U.S. government was secretly [[w:Tuskegee_Syphilis_Study|experimenting on African American men with syphilis]] under the guise of treatment – a notion many found too horrific to believe. It turned out to be true. From 1932 to 1972, the U.S. Public Health Service conducted a study in Tuskegee, Alabama, where about 400 Black men with syphilis were lied to and left untreated so doctors could observe the disease’s progression.<ref name=":0">{{Cite web|url=https://history.howstuffworks.com/history-vs-myth/11-unbelievable-conspiracy-theories-that-were-actually-true.htm#:~:text=In%201932,%20the%20U,and%20shut%20the%20program%20down|title=11 Unbelievable Conspiracy Theories That Were Actually True|date=2015-06-08|website=HowStuffWorks|language=en-us|access-date=2025-03-09}}</ref> Even after penicillin became a known cure, researchers withheld treatment and information from the participants, some of whom died as a result.​<ref name=":0" /> The experiment’s existence was [[w:Tuskegee_Syphilis_Study#Study_termination|exposed by the press]] in 1972, sparking public outrage and official condemnation of the study as “ethically irresponsible”.​<ref name=":0" /> This once-dismissed “rumor” of a government medical conspiracy was conclusively proven by internal documents and later acknowledged with a public apology in 1997. == CIA’s Project MKUltra (Mind Control Experiments) == In the 1950s and 1960s, whispers of U.S. government “mind control” experiments using drugs and torture sounded like science fiction. Yet declassified records in the 1970s showed [[w:MKUltra|Project MKUltra]] was real. The CIA ran a secret program from 1953–1973 to test drugs (like LSD) and other methods for mind control and interrogation on unwitting citizens​. CIA Director [[w:Richard_Helms|Richard Helms]] attempted to destroy all MKUltra files in 1973 to keep it secret​. Despite this, investigations by the [[w:Church_Committee|Church Committee]] in 1975 uncovered the program, confirming that the CIA had indeed conducted illegal experiments on humans without consent What sounded like a wild conspiracy theory of government brainwashing was proven true by the CIA’s own documents and congressional hearings​. == FBI COINTELPRO (Domestic Spying and Sabotage) == Activists in the 1960s often suspected the FBI was spying on and disrupting civil rights and anti-war groups – claims dismissed by authorities at the time. In 1971, those suspicions were vindicated when activists stole files from an FBI office, exposing [[w:COINTELPRO|COINTELPRO]] (Counterintelligence Program) COINTELPRO was a secret FBI operation (1956–1971) that illegally spied on, infiltrated, and sought to “disrupt, discredit, and neutralize” dissident political organizations in the U.S.​ [[w:COINTELPRO#Range_of_targets|Targets included]] civil rights leaders (like Martin Luther King Jr.), anti–Vietnam War protesters, feminist and minority rights groups, among others​. The FBI’s role was [[w:COINTELPRO#Program_revealed|confirmed]] through the recovered documents and later Senate hearings, revealing a systematic violation of citizens’ rights. What had been dismissed as paranoia about government surveillance turned out to be a documented conspiracy against American activists​. == Big Tobacco’s Cover-up of Smoking Dangers (Corporate Conspiracy) == For decades, tobacco companies insisted smoking didn’t cause cancer or addiction, and those who accused them of a cover-up were often brushed off as alarmists. However, internal industry documents released in the 1990s proved that [[w:Tobacco_industry_playbook|Big Tobacco knew the truth all along]]. As early as the 1950s, cigarette makers’ own research showed links to cancer and the addictiveness of nicotine, yet they collectively conspired to hide those facts and publicly deny them.​<ref>https://www.tobaccotactics.org/article/addiction-manipulation/</ref> In 1994, the CEOs of major tobacco firms even testified before Congress under oath that they believed nicotine was ''“not addictive,”'' despite evidence their companies had manipulated nicotine levels to hook consumers​.<ref name=":1">{{Cite web|url=https://www.tobaccotactics.org/article/addiction-manipulation/|title=Addiction Manipulation|website=Tobacco Tactics|language=en|access-date=2025-03-09}}</ref> Subsequent lawsuits uncovered millions of pages of internal memos showing the industry understood the health risks but ran disinformation campaigns to cast doubt on the science. This corporate conspiracy to deceive the public – once deemed a fringe theory – was confirmed by the tobacco companies’ own files and legal admissions in the late 90s​.<ref name=":1" /> In 1994, seven CEOs of major tobacco companies raised their right hands before Congress and swore that nicotine is not addictive – a claim proven false by their own internal documents released later​.<ref name=":1" /> In addition, tobacco invested hundreds of millions into acquiring junk food companies. It is hidden by shell companies and multiple acquisitions to hide the true owner of these big corporations.<ref>{{Cite web|url=https://oshf.ca/snackvictim-food-sponsored-by-corporations/|title=SNACKVICTIM Food List Sponsored by Corporations!|last=admin|date=2025-10-20|language=en-US|access-date=2025-11-01}}</ref> == Operation Northwoods (Military False-Flag Plot) == In the early 1960s, it would have seemed outrageous to suggest U.S. military leaders would plan attacks on Americans as a pretext for war. Yet in 1997, declassified records revealed [[w:Operation_Northwoods|Operation Northwoods]], a 1962 Pentagon proposal to do exactly that. The plan, developed by the Joint Chiefs of Staff, outlined a series of false-flag attacks – including staging terrorist incidents on U.S. soil, hijacking planes, and even orchestrating violent crimes – and blaming them on Cuba to justify an invasion​.<ref name=":2">{{Cite web|url=https://history.howstuffworks.com/history-vs-myth/11-unbelievable-conspiracy-theories-that-were-actually-true.htm|title=11 Unbelievable Conspiracy Theories That Were Actually True|date=2015-06-08|website=HowStuffWorks|language=en-us|access-date=2025-03-09}}</ref> Top generals formally presented this plan (titled ''“Justification for US Military Intervention in Cuba”'') to the Secretary of Defense in 1962. President Kennedy ultimately rejected Operation Northwoods, so it was never executed​.<ref name=":2" /> However, the very existence of this plan – kept secret for decades – confirmed that a conspiracy within the military to deceive the public had been real. Once a wildly implausible idea, it became a documented historical fact when the files were declassified.<ref name=":2" /> [[File:NorthwoodsMemorandum.jpg|thumb| Photo of the Northwoods Memorandum for the U.S. Secretary of Defense (March 13, 1962) titled: "Justification for U.S. Military Intervention in Cuba (TS)".]] This top-secret memorandum to the U.S. Secretary of Defense proposed staging fake attacks on Americans as a pretext to invade Cuba​.<ref name=":2" /> The plan was kept secret for decades, dismissing early suspicions as absurd until documents surfaced proving it was true. == NSA Mass Surveillance (Warrantless Spying Program) == The notion that U.S. intelligence agencies were vacuuming up data on millions of Americans was long relegated to tinfoil-hat territory – until 2013. That year, NSA contractor [[w:Edward_Snowden|Edward Snowden]] leaked classified documents revealing a vast [[w:NSA_warrantless_surveillance_(2001–2007)|NSA mass surveillance]] operation. The leaks proved that the government (often in partnership with telecom and tech companies) had been secretly collecting phone records, emails, and internet communications on an unprecedented scale​.<ref>[https://www.reuters.com/article/world/us-court-mass-surveillance-program-exposed-by-snowden-was-illegal-idUSKBN25T3CJ/#:~:text=%28Reuters%29%20,were%20not%20telling%20the%20truth https://www.reuters.com/article/world/us-court-mass-surveillance-program-exposed-by-snowden-was-illegal-idUSKBN25T3CJ/]</ref>^,<ref name=":3">{{Cite web|url=https://www.schneier.com/blog/archives/2013/09/conspiracy_theo_1.html|title=Conspiracy Theories and the NSA|date=2013-09-06|website=Schneier on Security|language=en-US|access-date=2025-03-09}}</ref> Prior to this, officials had publicly denied such dragnet spying. In fact, intelligence chief [[w:James_Clapper|James Clapper]] had told Congress that the NSA was ''“not wittingly”'' collecting data on Americans – a statement proven false by Snowden’s evidence​.<ref name=":4">https://www.schneier.com/blog/archives/2013/09/conspiracy_theo_1.html</ref> Programs like [[w:PRISM|PRISM]] and the bulk telephone metadata collection, once dismissed as paranoid fantasies, were confirmed by internal NSA files and subsequently ruled illegal by courts​.<ref>https://www.reuters.com/article/world/us-court-mass-surveillance-program-exposed-by-snowden-was-illegal-idUSKBN25T3CJ/</ref> As security expert [[w:Bruce_Schneier|Bruce Schneier]] noted after the revelations, ''“every time there is an allegation against the NSA, no matter how outlandish, it turns out to be true.”''​<ref name=":4" /> What sounded like a conspiracy theory of government spying on its own citizens was undeniably validated by hard evidence​.<ref name=":3" /> == Exxon Knew About Climate Change (Corporate Science Cover-up) == Within the climate science community, it was rumored that oil companies had data about global warming long before it became public, suggesting they willfully ignored or suppressed it. Investigations in recent years have confirmed that [[w:ExxonMobil_climate_change_denial|ExxonMobil]] (and other fossil fuel companies) knew about the climate impact of carbon emissions as far back as the 1970s. Internal Exxon research and memos from the late 1970s and 1980s predicted global warming trends with uncanny accuracy and acknowledged the potential dangers of burning fossil fuels​.<ref name=":5">{{Cite web|url=https://www.business-humanrights.org/es/%C3%BAltimas-noticias/new-research-shows-that-exxons-scientists-accurately-predicted-climate-change-from-the-1970s-onwards-incl-companys-reaction/|title=New research shows Exxon's scientists accurately predicted climate change from the 1970s onwards, incl. company's reaction|website=Business & Human Rights Resource Centre|language=es|access-date=2025-03-09}}</ref> Despite this knowledge, Exxon and others spent subsequent decades publicly [[w:Climate_change_denial|casting doubt on climate science]] and downplaying the risk. In 2015, journalists and researchers uncovered a trove of company documents and papers showing what Exxon scientists had told executives: that continued carbon dioxide emissions would raise global temperatures and pose severe risks​.<ref name=":5" /> This evidence demonstrated a corporate conspiracy to mislead the public and investors about climate change. What many had called a conspiracy theory – “Exxon knew, and lied about it” – is now supported by the company’s own documents and peer-reviewed studies​.<ref name=":5" /> == Catholic Church Sex Abuse Cover-up (Institutional Conspiracy) == For decades, isolated allegations suggested that Catholic Church leaders were quietly shuffling accused priests between parishes to hide [[w:Catholic_Church_sexual_abuse_cases|widespread child sexual abuse]]. These claims were often met with denial or seen as anti-Catholic smears. However, extensive investigations have proven there was indeed a systematic cover-up. From the mid-20th century through the 2000s, Church hierarchy – all the way up to the Vatican – routinely suppressed abuse reports, protected predator priests, and silenced victims to avoid scandal. A Pennsylvania Grand Jury in 2018, for example, documented over 1,000 cases of child abuse by 300+ priests and concluded that ''“senior church officials…knew about the abuse… but routinely covered it up,”'' in a conspiracy that spanned decades​.<ref name=":6">{{Cite web|url=https://www.attorneygeneral.gov/taking-action/attorney-general-shapiro-details-findings-of-2-year-grand-jury-investigation-into-child-sex-abuse-by-catholic-priests-in-six-pennsylvania-dioceses/#:~:text=,sexual%20predators%20in%20their%20midst|title=Attorney General Shapiro Details Findings of 2-Year Grand Jury Investigation into Child Sex Abuse by Catholic Priests in Six Pennsylvania Dioceses|website=Pennsylvania Office of Attorney General|language=en|access-date=2025-03-09}}</ref> Similar investigations around the world (Ireland, Australia, Boston in the U.S., etc.) uncovered secret archives and correspondence proving that Church leaders reassigned abusive clergy and kept crimes hidden from law enforcement. What many victims and whistleblowers long claimed – and many others refused to believe – was undeniably validated by these reports: the Church engaged in a long-term conspiracy to conceal abuse cases​.<ref name=":6" /> == The Nayirah Testimony (Gulf War Propaganda) == In October 1990, as the U.S. debated going to war with Iraq, a 15-year-old Kuwaiti girl known as “Nayirah” [[w:Nayirah_testimony|gave gripping testimony]] to Congress. She claimed Iraqi soldiers had ripped babies from hospital incubators and left them to die – a story that shocked the world and helped rally support for the Gulf War. Some skeptics at the time whispered that the tale seemed suspiciously effective war propaganda, but such doubts were dismissed as cynicism or conspiracy thinking. It turned out the skeptics were right: [[w:Nayirah_testimony#Investigations|Nayirah’s story was a fabricated hoax]] orchestrated as part of a public relations campaign. In 1992, it was revealed that “Nayirah” was actually the daughter of the [[w:Saud_Nasser_Al-Saud_Al-Sabah|Kuwaiti ambassador]] to the U.S., not a volunteer nurse, and her testimony had been arranged by a PR firm ([[w:Hill_&_Knowlton#Controversies|Hill & Knowlton]]) hired by Kuwait’s government-in-exile​. She had never witnessed the alleged atrocities. The entire incubator babies narrative was invented to influence public opinion. This revelation – confirmed by journalists and human rights investigations – proved that what was sold as eyewitness testimony was in fact a conspiracy to deceive the public. The incident has since become a classic example of wartime disinformation, validating those who initially doubted the story​. Each of the above cases shows how a claim widely dismissed as a “conspiracy theory” can later be proven true. The confirming evidence often comes from internal documents, whistleblowers, or official investigations that finally bring the truth to light. These examples remind us that healthy skepticism can sometimes be [[Understanding Misbelief/Facts Are Stubborn|vindicated by facts]]. [[es:Entendiendo las Creencias Erróneas/Teorías de Conspiración que Resultaron ser Ciertas]] {{CourseCat}} o5r476wzob2ctkeopchy5xsmbuikvsl 0 320155 2821467 2819121 2026-08-11T14:04:27Z Atcovi 276019 Reverted edit by [[Special:Contributions/Lbeaumont|Lbeaumont]] ([[User_talk:Lbeaumont|talk]]) to last version by [[User:Atcovi|Atcovi]] using [[Wikiversity:Rollback|rollback]] 2814573 wikitext text/x-wiki {{AI-generated}} —Building our future [[File:Reformation_Workshop.png|thumb|We can [[Clear Thinking/Curriculum|think critically]], and act [[Finding Courage|courageously]] to create a [[Envisioning Our Future|better future]].]] == Welcome! == In a world facing profound challenges and rapid change, the need for thoughtful, purposeful reform has never been greater. This workshop is an invitation—to prepare yourself, to [[Clear Thinking/Curriculum|think critically]], and to act [[Finding Courage|courageously]] in pursuit of a better future.<ref>[[w:ChatGPT|ChatGPT]] generated this introductory text after being prompted with the recommendations that follow. </ref> [[Improving Social Systems#What do you want?|Reformation is difficult]]. It requires reflection, resilience, and responsibility. But it is also essential. Whether we are improving our personal habits or transforming entire systems, meaningful change begins with awareness and is sustained by intentional effort. The following recommendations are organized around key areas where reform is both urgently needed and deeply possible—from the ways we care for ourselves and others, to how we engage with information, belief, governance, money, and global challenges. This is not just about fixing what’s broken. It’s about envisioning and building something better. A future that works—for more people, with more [[wisdom]], and with greater integrity. We can progress from good intentions to effective action. Let’s begin. [https://www.academia.edu/165232648/Reformation_Workshop_Slides Slides based on this course] are available. == Prepare Yourself for Reformation == [[Improving Social Systems#What do you want?|Reformation is difficult]]. Take the following steps to prepare yourself for the journey. * [[Living Wisely/Take Care|Take care]] of yourself and others. [[Living Wisely|Live wisely]]. Begin by adopting these [[Wise Living Toolkit#Wise Practices|wise practices]]. * [[Envisioning Our Future|Envision a brighter future]]. ** Progress [[Envisioning Our Future/Toward Compassion|toward compassion]]. * Carefully consider the question "[[Exploring Existential Concerns/What Ought We Do?|What we ought do]]?" * [[A Journey to GameB#Pre GameB (PreB)|Get yourself ready]]. * Recognize that [[Improving Social Systems|improving social systems]] is difficult and essential. ** This requires engaging others and [[Improving Social Systems#Building Support|building support]] for carrying out the improvement, among other essential work. ** Prepare to [[Improving Social Systems|improve social systems]]. ** [[Sustaining Agency|Sustain your agency]] throughout the transformations. == Reform Information Systems == We form our beliefs based on what we think we know. It is essential that we align our knowledge base with reality. * [[Intellectual honesty|Expect intellectual honesty]]. * [[Fostering Curiosity#Learning at the Speed of Thought|Improve learning systems]]. ** Recognize that the future of education is learning.<ref>{{Cite web|url=https://lelandbeaumont.substack.com/p/the-future-of-education-is-learning|title=The future of education is learning|last=Beaumont|first=Leland|date=2022-10-19|website=Seeking Real Good|access-date=2025-03-29}}</ref> * [[Navigating Information Landscapes|Navigate the information landscape]] skillfully. * [[Evaluating Information|Evaluate information wisely]]. ** [[Seeking True Beliefs|Seek true beliefs]] ** [[Finding Common Ground/Every Ism Creates a Schism|Escape ideologies]] and [[Doing Philosophy|think for yourself]]. ** [[Evaluating Journalism Standards|Evaluate journalism standards]]. ** [[Navigating Social Proof|Navigate social proof skillfully]]. ** Use your [[Influence and Persuasion|influence and persuasion]] wisely and skillfully. * [[Understanding Misbelief|Avoid misbeliefs]]. * [[The Idea Incubator/Reforming Social Media Platforms|Reform social media platforms]]. * [[Finding Common Ground|Find common ground]]. == Reform Belief Systems == Because our [[Forming beliefs|beliefs]] shape our actions, and our actions are [[Global Perspective#Interdependence|interdependent]], he have an obligation—to ourselves and others—to [[Seeking True Beliefs|seek true beliefs]]. * [[Seeking True Beliefs|Seek true beliefs]]. ** [[Seeking True Beliefs/Hold Well-Chosen Beliefs Firmly but Not Rigidly|Hold well-chosen beliefs firmly but not rigidly]]. * Align your [[Exploring Worldviews/Aligning worldviews|worldview with reality]]. * Adopt well chosen [[Moral Reasoning|moral reasoning]]. * Practice a [[Real Good Religion]]. == Reform Governance Systems == Because [[Global Perspective#Interdependence|we live together]], we must govern together. * [[Coming Together|Come together]]. * Recognize [[Evolving Governments/Good Government|good government]]. ** Advocate for good government. ** [[Assessing Human Rights/Beyond Olympic Gold|Advance human rights worldwide]]. * [[Evolving Governments|Evolve Governments]]. * [[Untangling Multipolar Traps|Untangle Multipolar Traps]] == Reform Monetary Systems == Because money is the [[Wisdom Research/Pinnacles|lynchpin]] of many of our institutions and actions, we must [[Evolving Money|reform our financial systems]] to serve human flourishing—not the other way around. * Learn to [[Limits To Growth/Coping with Abundance|cope with abundance]] and share the productivity dividend.<ref>{{Cite web|url=https://lelandbeaumont.substack.com/p/who-owns-the-productivity-dividend|title=Who owns the Productivity dividend?|last=Beaumont|first=Leland|date=2023-05-02|website=Seeking Real Good|access-date=2025-03-29}}</ref> * Respect [[Limits To Growth|limits to growth]]. * Eliminate [[Living Wisely/Economic Faults|economic faults]]. * Ensure sufficiency<ref>{{cite book|title=On Inequality|last=Frankfurt  |first=Harry G.|date=September 29, 2015|publisher=Princeton University Press|isbn=978-0691167145|pages=120|authorlink=w:Harry_Frankfurt}}</ref> for the most vulnerable.<ref>{{Cite web|url=https://lelandbeaumont.substack.com/p/find-work-or-starve-8fa99a4551be|title=Find Work or Starve|last=Beaumont|first=Leland|date=2021-01-13|website=Seeking Real Good|access-date=2025-04-10}}</ref> * Fulfill our [[w:What_We_Owe_the_Future|obligations to future generations]]. * Understand [[Macroeconomics/Quick Reference|macroeconomics]]. * [[Evolving Money|Evolve money]]. == Address Grand Challenges == The world faces many [[grand challenges]]. Improvements are required locally in the short term and [[Global Perspective|globally]] in the long term. * [[Doing Good|Do good]] in the short term while [[Improving Social Systems|undertaking structural reformations]] for long term systemic impact. * Work locally while continuing to [[Global Perspective|think globally]]. ** Value [[Global Perspective#Interdependence|interdependence]]. * [[Assessing Human Rights/Beyond Olympic Gold|Advance human rights worldwide]]. * Address the [[grand challenges]]. == Practice Intentional Evolution == Help us [[Intentional Evolution|evolve toward]] the [[Level 5 Research Center|next big thing]]. [[Living Wisely/Seeking Real Good|Seek real good]]! == We can do this == Although this is likely to be a difficult very long-term project, it is definitely achievable because it requires improving only our [[Exploring Social Constructs|social constructs]]. Let’s keep going. == References == [[Category:Living Wisely]] [[Category:Futurology]] [[Category:Peace studies]] {{CourseCat}} o1datlf77ib0seig5ma0njmx8ctuq0m 0 321521 2821479 2820441 2026-08-11T17:49:54Z James500 297601 /* Japanese and Japan */ Add 2821479 wikitext text/x-wiki {{Bibliography}} See [[s:Category:Music]] and [[w:Category:Music books]] This part of the [[Universal Bibliography]] is a bibliography of music. Bibliography *[[w:Bibliography of Music Literature|Bibliography of Music Literature]] *Green (ed). Foundations in Music Bibliography. 1993. [https://books.google.co.uk/books?id=rADdpZN9UhAC&pg=PR3#v=onepage&q&f=false] *Krummel. The Literature of Music Bibliography: An Account of the Writings on the History of Music Printing & Publishing. 2nd Ed: 1992. [https://books.google.com/books?id=3AZsiITI-IEC] *Bibliography of Music Bibliographies. 1967. [https://books.google.co.uk/books?id=d6YJAQAAMAAJ] *Bayne. A Guide to Library Research in Music. 2008. [https://books.google.co.uk/books?id=ExGbDqu9gPAC&pg=PP1#v=onepage&q&f=false] *A Selected Bibliography of Music Librarianship [https://books.google.co.uk/books?id=X5AeOl4O-osC] *Bradley. American Music Librarianship: A Research and Information Guide. [https://books.google.co.uk/books?id=VabcAAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Music Reference and Research Materials. 3rd Ed: 1974: [https://books.google.com/books?id=5Y1IAAAAMAAJ] *Agruss. Guide to Reference Books on Music. 1948. [https://books.google.co.uk/books?id=wX06AAAAIAAJ] *Haggerty. A Guide to Popular Music Reference Books: An Annotated Bibliography. 1995. [https://books.google.co.uk/books?id=2OnEEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Coover. A Bibliography of Music Dictionaries. 1952: [https://books.google.co.uk/books?id=NH06AAAAIAAJ]. Music Lexicography. 2nd Ed: 1958. Including a Study of Lacunae in Music Lexicography and a Bibliography of Music Dictionaries. 3rd Ed: 1971: [https://books.google.co.uk/books?id=jKMJAQAAMAAJ]. *A Bibliography of Books on Music and Collections of Music. 1948. [https://books.google.co.uk/books?id=vfvpnwWWlZwC] *Deakin. Musical Bibliography: A Catalogue of the Musical Works. 1892. [https://books.google.co.uk/books?id=-UgQAAAAYAAJ&pg=PP7#v=onepage&q&f=false] (England 15th to 18th century) *Matthew. The Literature of Music. 1896. [https://books.google.co.uk/books?id=fTQ6AAAAMAAJ&pg=PR3#v=onepage&q&f=false]. Reviews: [https://books.google.co.uk/books?id=bjdVAAAAYAAJ&pg=RA1-PA56#v=onepage&q&f=false] [https://books.google.co.uk/books?id=dzcZAAAAYAAJ&pg=PA22#v=onepage&q&f=false] [https://books.google.co.uk/books?id=R0gcAQAAMAAJ&pg=PA470#v=onepage&q&f=false] [https://books.google.co.uk/books?id=qK5OAQAAMAAJ&pg=PA55#v=onepage&q&f=false] [https://books.google.co.uk/books?id=1chZAAAAYAAJ&pg=PA155#v=onepage&q&f=false] [https://books.google.co.uk/books?id=ezszAQAAMAAJ] [https://books.google.co.uk/books?id=5h61TMyTmOMC] [https://books.google.co.uk/books?id=8k8wAQAAIAAJ] [https://books.google.co.uk/books?id=i8W8LKTuc0AC]. Author: [https://books.google.co.uk/books?id=awIQAAAAYAAJ&pg=PA275#v=onepage&q&f=false]. *Hoek. Analyses of Nineteenth- and Twentieth-Century Music, 1940-2000. 2007. [https://books.google.co.uk/books?id=CRG4AQAAQBAJ&pg=PP1#v=onepage&q&f=false] *RILM Abstracts of Music Literature. [https://books.google.co.uk/books?id=HxjjAAAAMAAJ] *Elliker. The Periodical Literature of Music: Trends from 1952 to 1987. 1996. [https://books.google.co.uk/books?id=T5ifAAAAMAAJ] *Forkel. Allgemeine Litteratur der Musik. 1792. [https://books.google.co.uk/books?id=VTRDAAAAcAAJ&pg=PR1#v=onepage&q&f=false] Review: [https://books.google.co.uk/books?id=3N8sAAAAYAAJ&pg=PA33#v=onepage&q&f=false] History and bibliography *Matthew. A Handbook of Musical History and Bibliography. 1898. [https://books.google.co.uk/books?id=V1g5AAAAIAAJ&pg=PR3#v=onepage&q&f=false] Review: [https://books.google.co.uk/books?id=P1lDAQAAMAAJ&pg=PA229#v=onepage&q&f=false] *Boyden. The History and Literature of Music: 1750 to the Present. 1959. [https://books.google.co.uk/books?id=XcAZAQAAIAAJ] *Brown. An Introduction to the History and Literature of Music in Western Culture. 2nd Ed: 2011. [https://books.google.co.uk/books?id=aKpGAAAACAAJ] Chronology, annuals, year books, years *Eisler. World Chronology of Music History. *Lowe. A Chronological Cyclopædia of Musicians and Musical Events. 1896. *Tokyo Ongaku Gakko. Kinsei Hogaku Nempyo. [Chronology of Japanese Music in Recent Ages.] Rokugatsu-Kan. Volume 1. 1912. Volume 2. 1914. Volume 3. 1927. [https://books.google.co.uk/books?id=drMQAQAAMAAJ] *Cossar. This Day in Music. 2005. 2010. *Glassman. The Year in Music. Columbia House. *[[w:Herman Klein|Hermann Klein]]. Musical Notes. Annual Critical Record of Important Musical Events. *[[w:Joseph Bennett (critic)|Bennett]]. The Musical Year. *Hinrichsen's Musical Year Book *The Musical Year Book of the United States **The Boston Musical Year Book *Billboard. Overview. 1982: [https://books.google.co.uk/books?id=YyQEAAAAMBAJ&pg=PT53#v=onepage&q&f=false]. *Billboard. The Year in Music. 1994: [https://books.google.co.uk/books?id=ZAgEAAAAMBAJ&pg=PA62#v=onepage&q&f=false]. 2003: [https://books.google.co.uk/books?id=bA8EAAAAMBAJ&pg=PA47#v=onepage&q&f=false]. **The Year in Music and Video. 1985: [https://books.google.co.uk/books?id=uyQEAAAAMBAJ&pg=PT50#v=onepage&q&f=false]. 1986: [https://books.google.co.uk/books?id=tiQEAAAAMBAJ&pg=PA49#v=onepage&q&f=false]. *Jackson. 1965: The Most Revolutionary Year in Music. *Porter. A Musical Season: 1972-1973. **Music of Three Seasons: 1974-1977 **Music of Three More Seasons 1977-1980 **Musical Events: A Chronicle, 1980-1983. *[https://news.1242.com/article/tag/大人のmusic-calendar 【大人のMusic Calendar】]. Nippon Broadcasting System. [Articles from 2016 are included in [https://news.1242.com/article/author/toritani/page/42 NEWS ONLINE 編集部の記事一覧].] *[http://music-calendar.jp Music Calendar] History *"Recorded Sound: The First Century: 1877-1977". Billboard. 21 May 1977. pp [https://books.google.co.uk/books?id=XCMEAAAAMBAJ&pg=PT39#v=onepage&q&f=false RS-1] to RS-117. Encyclopedias See also [[w:List of encyclopedias by branch of knowledge/Music]] and [[w:Bibliography of encyclopedias#Music and dance]] *Encyclopedia of Music in the 20th Century [https://books.google.co.uk/books?id=m8W2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Moore. Complete Encyclopædia of Music. 1852. [https://books.google.co.uk/books?id=-QBFAQAAMAAJ&pg=PA1#v=onepage&q&f=false] Dictionaries *Apel. "Dictionaries of music". Harvard Dictionary of Music. 1969. pp [https://books.google.co.uk/books?id=TMdf1SioFk4C&pg=PA232#v=onepage&q&f=false 232] to 234. United Kingdom: *Billboard. Spotlight on the United Kingdom. 1978: [https://books.google.co.uk/books?id=TSQEAAAAMBAJ&pg=PT78#v=onepage&q&f=false]. 1979: [https://books.google.co.uk/books?id=MCUEAAAAMBAJ&pg=PT100#v=onepage&q&f=false]. Australia: *Billboard. Spotlight on Australia/New Zealand. 1982: [https://books.google.co.uk/books?id=GCQEAAAAMBAJ&pg=PT54#v=onepage&q&f=false]. 1985: [https://books.google.co.uk/books?id=hiQEAAAAMBAJ&pg=PT29#v=onepage&q&f=false]. 1986: [https://books.google.co.uk/books?id=UCQEAAAAMBAJ&pg=PA60#v=onepage&q&f=false]. **Live Talent of Australia: [https://books.google.co.uk/books?id=YyQEAAAAMBAJ&pg=PT94#v=onepage&q&f=false] New Zealand: *Harvey. A Bibliography of Writings about New Zealand Music Published to the End of 1983. 1985. [https://books.google.co.uk/books?id=B1ROA_sP-xsC&pg=PP1#v=onepage&q&f=false] *The Complete New Zealand Music Charts, 1966-2006: Singles, Albums, DVDs, Compilations. 2007. [https://books.google.co.uk/books?id=wyU5AQAAIAAJ] *Billboard. New Zealand. 2002: [https://books.google.co.uk/books?id=Rg0EAAAAMBAJ&pg=PA37#v=onepage&q&f=false] Canada: *Billboard. Spotlight on Canada. 1981: [https://books.google.co.uk/books?id=DSQEAAAAMBAJ&pg=PT50#v=onepage&q&f=false]. Scandanavia: *Billboard. Spotlight on Scandanavia. 1981: [https://books.google.co.uk/books?id=GCUEAAAAMBAJ&pg=PT86#v=onepage&q&f=false]. France: *Billboard. Spotlight on France. 1971: [https://books.google.co.uk/books?id=-wgEAAAAMBAJ&pg=PA35#v=onepage&q&f=false]. 1972: [https://books.google.co.uk/books?id=REUEAAAAMBAJ&pg=PA35#v=onepage&q&f=false]. 1982: [https://books.google.co.uk/books?id=AyQEAAAAMBAJ&pg=PT66#v=onepage&q&f=false]. 1986: [https://books.google.co.uk/books?id=ICUEAAAAMBAJ&pg=PA41#v=onepage&q&f=false] Germany: *Billboard. Spotlight on West Germany. 1971: [https://books.google.co.uk/books?id=zQgEAAAAMBAJ&pg=PA45#v=onepage&q&f=false]. 1985: [https://books.google.co.uk/books?id=-iMEAAAAMBAJ&pg=PT12#v=onepage&q&f=false]. **Spotlight on West Germany, Austria and Switzerland. 1986: [https://books.google.co.uk/books?id=CSUEAAAAMBAJ&pg=RA1-PA35#v=onepage&q&f=false] Italy: *Billboard. Spotlight on Italy. 1981: [https://books.google.co.uk/books?id=8iQEAAAAMBAJ&pg=PT3#v=onepage&q&f=false]. 1985: [https://books.google.co.uk/books?id=3yQEAAAAMBAJ&pg=PT36#v=onepage&q&f=false]. 1986: [https://books.google.co.uk/books?id=2SQEAAAAMBAJ&pg=PA38-IA1#v=onepage&q&f=false]. 1994: [https://books.google.co.uk/books?id=XQgEAAAAMBAJ&pg=PA67#v=onepage&q&f=false]. Spain: *Billboard. Spotlight on Spain. 1971: [https://books.google.co.uk/books?id=5Q8EAAAAMBAJ&pg=PA49#v=onepage&q&f=false] Philipines: *[https://billboardphilippines.com/culture/scenes/lost-history-how-filipino-music-was-documented-in-the-40s-to-2010s/ Lost History: How Filipino Music Was Documented In The ’40s To 2010s]. Billboard Philippines. 18 January 2024. *[[w:en:Billboard Philippines|Billboard Philippines]] Brazil: *Billboard. Spotlight on Brazil. 1996: [https://books.google.co.uk/books?id=NA0EAAAAMBAJ&pg=PA51#v=onepage&q&f=false]. United States *Krummel. Bibliographical Handbook of American Music. 1987. [https://books.google.co.uk/books?id=G4wcnkvFZl4C&pg=PP1#v=onepage&q&f=false] *Krummel. Resources of American Music History: A Directory of Source Materials from Colonial Times to World War II. 1981. [https://books.google.co.uk/books?id=bJcYAAAAIAAJ] Soviet *Aschmann. Current Soviet Music Bibliography. 1976. [https://books.google.co.uk/books?id=2i7jAAAAMAAJ] Decline of pop music: *[https://www.smithsonianmag.com/smart-news/science-proves-pop-music-has-actually-gotten-worse-8173368/ Science Proves: Pop Music Has Actually Gotten Worse]. [[w:Smithsonian (magazine)|Smithsonian]]. 27 July 2012. *[https://faroutmagazine.co.uk/new-study-discovers-pop-music-has-suffered-significant-decline-in-one-area/ New study discovers pop music has suffered “significant decline” in one area]. [[w:Far Out (website)|Far Out]]. 5 July 2024. *[https://www.globalnews.ca/news/9001083/why-older-music-more-popular-than-new-music/amp/ There is something very, very wrong with today’s music. It just may not be very good.] [[w:Global News|Global News]]. 24 July 2022. *[https://www.bbc.co.uk/music/articles/fb84bf19-29c9-4ed3-b6b6-953e8a083334 Has pop music lost its fun?]. BBC. 12 January 2018. *[https://www.spectator.co.uk/article/its-official-modern-music-is-bad/ It’s official: modern music is bad]. The Spectator. 13 February 2024. Homogeneity of pop music: *[https://www.theguardian.com/music/2012/jul/27/pop-music-sounds-same-survey-reveals Pop music these days: it all sounds the same, survey reveals]. The Guardian. 27 July 2012. *[https://www.nbcnews.com/id/wbna48356108 Pop Music All Sounds the Same Nowadays]. NBC News. 27 July 2012. *[https://www.independent.co.uk/voices/comment/why-does-today-s-pop-music-sound-the-same-because-the-same-people-make-it-8368714.html Why does today's pop music sound the same? Because the same people make it]. The Independent. 29 November 2012. *[https://www.reuters.com/article/lifestyle/science/pop-music-too-loud-and-all-sounds-the-same-official-idUSBRE86P0R9/ Pop music too loud and all sounds the same: official]. Reuters. 26 July 2012. *[https://theconversation.com/from-art-form-to-asset-our-study-found-popular-songs-are-becoming-more-generic-266097 From art form to asset: our study found popular songs are becoming more generic]. The Conversation. 3 October 2025. Conferences: *International Music Industry Conference. 1971: [https://books.google.co.uk/books?id=tggEAAAAMBAJ&pg=PA29#v=onepage&q&f=false] Laserdisc/Karaoke/CES *Billboard. Karaoke. 1992: [https://books.google.co.uk/books?id=jg8EAAAAMBAJ&pg=PA41-IA1#v=onepage&q&f=false] **CES and Karaoke. 1994. [https://books.google.co.uk/books?id=UggEAAAAMBAJ&pg=PA77#v=onepage&q&f=false] **Laserdisc. 1995. [https://books.google.co.uk/books?id=7AsEAAAAMBAJ&pg=PA67#v=onepage&q&f=false] **Laserdisc/Karaoke. 1996: [https://books.google.co.uk/books?id=iQ8EAAAAMBAJ&pg=PA59#v=onepage&q&f=false] Classical music *Billboard spotlights: 1995 [https://books.google.co.uk/books?id=1g0EAAAAMBAJ&pg=PA39#v=onepage&q&f=false] (9 September 1995) **"Classical Music Recording Market". Billboard. 12 April 1980. pp C-1 to C-12 and p 32. (A Billboard Spotlight). **"Classical Music: Discovering New Dimensions". Billboard. 10 September 1983. pp C-1 to C-18. (A Billboard Spotlight). *"Classical" section, and "Best Selling Classical LPs" chart, in Billboard Jazz *[[w:en:All About Jazz|All About Jazz]] Oldies *"Oldies stations find their place in radio market". Star-News. 13 March 1988. pp 1D & [https://books.google.co.uk/books?id=2OoyAAAAIBAJ&pg=PA16#v=onepage&q&f=false 6D]: "Oldies". *Billboard. 15 April 1972. [https://books.google.co.uk/books?id=a0UEAAAAMBAJ&pg=PT7#v=onepage&q&f=false p 47]. *Billboard. 17 April 1961, [https://books.google.co.uk/books?id=JiIEAAAAMBAJ&pg=PA1#v=onepage&q&f=false p 1]. *Billboard. 4 January 1960, [https://books.google.co.uk/books?id=Ch8EAAAAMBAJ&pg=PA1#v=onepage&q&f=false p 1] Nostalgia See also [[Universal Bibliography/Nostalgia]] *"A Perspective on the Future of Nostalgia". Billboard. 4 May 1974. pp [https://books.google.co.uk/books?id=cgkEAAAAMBAJ&pg=PA37#v=onepage&q&f=false N-1] to N-54 and two more pages. *Carr. Nostalgia, Song and the Quest for Home: Production, Text, Reception. 2025. [https://books.google.co.uk/books?id=xz1jEQAAQBAJ&pg=PP1#v=onepage&q&f=false] Charts *Carroll, " Did Billboard, Cash Box, and Record World Charts Tell the Same Story? Perception and Reality, 1960-1979"(2022) 9 Rock Music Studies [https://www.tandfonline.com/doi/full/10.1080/19401159.2022.2054107 199] Magazines See also [[w:Category:Music magazines]] *Billboard. Google: [https://books.google.co.uk/books/serial/ISSN:00062510?rview=1&lr=&sa=N&start=2770 1942] onwards ==Japanese and Japan== *The Ashgate Research Companion to Japanese Music. 2017. [https://books.google.co.uk/books?id=W2JTgQGc99EC&pg=PP1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=4tINDgAAQBAJ&pg=PA2#v=onepage&q&f=false] *Billboard. Spotlight on Japan. 1970: 19 December 1970 [https://books.google.co.uk/books?id=mSkEAAAAMBAJ&pg=PA37#v=onepage&q&f=false]. 1971: 11 December 1971 [https://books.google.co.uk/books?id=Fg8EAAAAMBAJ&pg=PA39#v=onepage&q&f=false]. 1973: 17 February 1973 [https://books.google.co.uk/books?id=QEUEAAAAMBAJ&pg=PT25#v=onepage&q&f=false]. 1977: 30 April 1977 [https://books.google.co.uk/books?id=USMEAAAAMBAJ&pg=PT46#v=onepage&q&f=false]. 1979: [https://books.google.co.uk/books?id=_iQEAAAAMBAJ&pg=PT48#v=onepage&q&f=false]. 1982:[https://books.google.co.uk/books?id=byQEAAAAMBAJ&pg=PT38#v=onepage&q&f=false]. 1985: [https://books.google.co.uk/books?id=1CQEAAAAMBAJ&pg=PT65#v=onepage&q&f=false]. 1986:[https://books.google.co.uk/books?id=-CMEAAAAMBAJ&pg=RA1-PA79#v=onepage&q&f=false]. 1993: 12 June 1993 [https://books.google.co.uk/books?id=9A8EAAAAMBAJ&pg=PA57#v=onepage&q&f=false]. 1995: 5 August 1995 [https://books.google.co.uk/books?id=xwsEAAAAMBAJ&pg=PA52-IA1#v=onepage&q&f=false]. 1996: 31 August 1996 [https://books.google.co.uk/books?id=vwcEAAAAMBAJ&pg=PA66#v=onepage&q&f=false]. 1997: 30 August 1997 [https://books.google.co.uk/books?id=_gkEAAAAMBAJ&pg=PA61#v=onepage&q&f=false]. 1998: 26 September 1998 [https://books.google.co.uk/books?id=GgoEAAAAMBAJ&pg=PA117#v=onepage&q&f=false]. 2000: 9 September 2000 [https://books.google.co.uk/books?id=aREEAAAAMBAJ&pg=PA65#v=onepage&q&f=false]. 2002: 7 September 2002 [https://books.google.co.uk/books?id=-QwEAAAAMBAJ&pg=PA53#v=onepage&q&f=false]. 2003: 5 July 2003 [https://books.google.co.uk/books?id=3w0EAAAAMBAJ&pg=PA45#v=onepage&q&f=false]. **"Japan in 1974: Business Bristles While Shortages Are Met". Billboard. 23 February 1974. pp J-1 to J-30. (A Billboard Spotlight). **"Made in Japan: A Dynamic Music Industry". Billboard. 1 March 1975. pp J-1 to J-23. (A Billboard Spotlight). **"Japan '76". Billboard. 17 April 1976. pp 36 to 59. (A Billboard Spotlight). **"Japanese Music: The Challenge of Recession". Billboard. 27 May 1978. pp J-1 to J-31. (A Billboard Spotlight). **"Music in Japan: Industry Views 1981 With Quiet Optimism". Billboard. 30 May 1981. pp J-1 to J-18. **"Japan: Where Technology Greets Tradition". (An International Market Profile). Billboard. 21 May 1983. pp J-1 to J-13. Follows p 34. **"Billboard Spotlight on Japan: VCRs and CDs Will Be Pacemakers". Billboard. 26 May 1984. pp J-1 to J-11. Follows p 38. **"Spotlight on Japan". Billboard. 6 June 1987. pp J-1 to J-12. **"Japan '88". Billboard. 9 July 1988. pp J-1 to J-11. (A Billboard International Spotlight). **"Japan". ("Japan '89"/"Spotlight on Japan"). Billboard. 3 June 1989. pp J-1 to J-20. (International Spotlight). **"Japan". ("International Spotlight"/"A Billboard Spotlight"). Billboard. 25 May 1991. pp J-1 to J-26. Follows p 50. Called "Japan '91" on front page. *[[w:The Best Ten|The Best Ten]] (ザ・ベストテン). [Television programme]. [https://www.tbs.co.jp/tbs-ch/special/the_bestten/ Episodes]. *[[w:ja:Music Station|Music Station]]. [Television programme]. Episodes: [https://www.tv-asahi.co.jp/music/contents/m_lineup/0003/index.html episode 1] etc. *Wade. Music in Japan: Experiencing Music, Expressing Culture. 2005. [https://books.google.co.uk/books?id=XXYIAQAAMAAJ] *Malm. Japanese Music & Musical Instruments. 1959. [https://books.google.com/books?id=QkTaAAAAMAAJ] *[[w:Francis Taylor Piggott|Pigott]]. The Music and Musical Instruments of Japan. 1893 [https://books.google.co.uk/books?id=ttKTUwmjzMwC&pg=PR3#v=onepage&q&f=false]. 1909. [https://books.google.co.uk/books?id=MAM5AAAAIAAJ] *Robert C Provine, Yoshiko Tokumaru and J Lawrence Witzleben. "Japan". East Asia: China, Japan, and Korea. The Garland Encyclopedia of World Music, vol 7. Routledge. 2002. ISBN 0-8240-6041-5. Part 4. pp 531 to 800. [https://books.google.co.uk/books?id=-J1ADwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Toru Mitsui. "Interactions of Imported and Indigenous Musics in Japan: A Historical Overview of the Music Industry". Fouli T Papageorgiou (ed). Whose Master's Voice?: The Development of Popular Music in Thirteen Cultures. Chapter 9. [https://books.google.co.uk/books?id=xHrDEAAAQBAJ&pg=PA152#v=onepage&q&f=false p 152]. Bibliography *Tsuge. Japanese Music: An Annotated Bibliography. 1986. [https://books.google.com/books?id=YCsKAQAAMAAJ] *[[w:ja:三井徹|Tōru Mitsui]]. Popyurā Ongaku Kankei Tosho Mokuroku: Ryūkōka, Jazu, Rokku, J-poppu no Hyakunen. (Japanese: ポピュラー音楽関係図書目録: 流行歌、ジャズ、ロック、Jポップの百年). Nichigai Associates. 2009. [https://books.google.co.uk/books?id=dSAxAQAAIAAJ]. Catalogues: [https://search.worldcat.org/title/406243182] [https://cir.nii.ac.jp/crid/1970586434933272116] *[https://ndlsearch.ndl.go.jp/rnavi/avmaterials/post_572 音楽に関する文献を探すには（主題書誌）]. NDL. Dictionaries *[[w:ja:下中弥三郎|Shimonaka Yasaburo]] (ed). Ongaku Jiten. Heibonsha. Review: (1959) 18 Journal of Asian Studies 295 [https://www.cambridge.org/core/journals/journal-of-asian-studies/article/abs/ongaku-jiten-dictionary-of-music-ed-shimonaka-yasaburo-tokyo-heibonsha-195557-12-volumes-900-yen-per-volume/F3067B1CE61B5B2C647091E69CE8C8DD] [https://read.dukeupress.edu/journal-of-asian-studies/article-abstract/18/2/295/322980/Ongaku-jiten-Dictionary-of-Music?redirectedFrom=fulltext] History *Eta Harich-Schneider. A History of Japanese Music. 1973. [https://books.google.com/books?id=3AraAAAAMAAJ] *Koh-ichi Hattori. 123 Years of Japanese Music: The Culture of Japan Through a Look at Its Music. 2004. [https://books.google.com/books?id=znzsAAAAMAAJ] **Koh-ichi Hattori. 36,000 Days of Japanese Music: The Culture of Japan Through A Look At Its Music. Pacific Vision. Pierce, Southfield, Michigan. 1996. ISBN 0965364208. *Shinpan Nihon Ryūkōkashi. (Japanese: 新版日本流行歌史). [[w:ja:社会思想社|Shakaishisosha]]. 1994. Review: [https://books.google.co.uk/books?id=XQdIAAAAMAAJ]. Catalogue: [https://ndlsearch.ndl.go.jp/en/books/R100000002-I000002420287] **新版日本流行歌史: 1960-1994. [https://books.google.com/books?id=_b4pAQAAIAAJ] [https://books.google.co.uk/books?id=nb4pAQAAIAAJ]. **新版日本流行歌史: 1938-1959 **1867-1937 *Mehl. Music and the Making of Modern Japan: Joining the Global Concert. 2024. [https://books.google.co.uk/books?id=P3QMEQAAQBAJ&pg=PA2#v=onepage&q&f=false] Modern, contemporary, today *Johnson. Handbook of Japanese Music in the Modern Era. 2024. [https://books.google.co.uk/books?id=KNP7EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Matsue. Focus: Music in Contemporary Japan. 2016. [https://books.google.co.uk/books?id=AQgtCgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Music of Japan Today. [https://books.google.co.uk/books?id=YZQYEAAAQBAJ&pg=PP1#v=onepage&q&f=false] Popular music *Mitsui (ed). Made in Japan: Studies in Popular Music. 2014. [https://books.google.co.uk/books?id=YWQKBAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Stevens. Japanese Popular Music: Culture, Authenticity and Power. 2008. [https://books.google.co.uk/books?id=OHMkdcL9DAMC&pg=PP1#v=onepage&q&f=false] *Mitsui. Popular Music in Japan: Transformation Inspired by the West. 2020. [https://books.google.co.uk/books?id=FpbqDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Nagahara. Tokyo Boogie-Woogie: Japan’s Pop Era and Its Discontents. 2017. [https://books.google.co.uk/books?id=iTxYDgAAQBAJ&pg=PP1#v=onepage&q&f=false] *Patterson. Music and Words: Producing Popular Songs in Modern Japan, 1887–1952. 2019. [https://books.google.co.uk/books?id=P0FvDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *James Stanlaw. "Using English identity markers in Japanese Popular Music". English in East and South Asia. Chapter 14. [https://books.google.co.uk/books?id=88A1EAAAQBAJ&pg=PT109#v=onepage&q&f=false] *"Japanese Popular Music in Singapore". Asian Music. vol 34. No 1: Fall/Winter 2002/2003. p 1. [https://books.google.co.uk/books?id=_D4JAQAAMAAJ] *Steve McClure. Nipponpop. Tuttle Publishing. 1998. ISBN 9780804821070. ISBN 0804821070. [Sometimes called "Nippon Pop"]. Catalogue: [https://search.worldcat.org/title/Nipponpop/oclc/247384040] Review: (1998) [https://books.google.co.uk/books?id=f9egmeZ8YywC 245] The Publishers Weekly 2 From folk to J-pop *[[w:ja:富澤一誠|Issei Tomizawa]]. Ano subarashii kyoku o mō ichido: fōku kara J-poppu made. (Japanese: あの素晴しい曲をもう一度: フォークからJポップまで). [[w:Shinchosha|Shinchosha]]. 2010. [https://books.google.com/books?id=ju9MAQAAIAAJ]. Catalogue: [https://search.worldcat.org/title/501749494]. Commentary on book: [https://www.ytv.co.jp/michiura/time/2010/01/j2010110.html]. Review of the CD: [https://www.cdjournal.com/i/disc/great-agefree-music-forever-and-great-music-are-o/4109110788]. J-pop *Bourdaghs. Sayonara Amerika, Sayonara Nippon: A Geopolitical Prehistory of J-pop. 2012. [https://books.google.co.uk/books?id=K_y88JwibrMC&pg=PP1#v=onepage&q&f=false] *"The Rise of J-Pop in Asia and Its Impact" (2004) Japan Spotlight. vol 23. p 24. [https://books.google.co.uk/books?id=i7C0AAAAIAAJ] *Terence Lancashire. "J-pop's elusive J: Is Japanese popular music Japanese?" (2008) Perfect Beat. vol 9. No 1. p 38. [https://books.google.co.uk/books?id=5No4AQAAIAAJ] *Tetsu Misaki. J-poppu no Nihongo: kashiron. (Japanese: Jポップの日本語: 歌詞論). [[w:ja:彩流社|彩流社 (Sairyusha)]]. 2002. [https://books.google.com/books?id=dsMpAQAAIAAJ] [https://search.worldcat.org/ja/title/J-:/oclc/52005194] *[[w:ja:烏賀陽弘道|Hiromichi Ugaya]]. Jpoppu Towa Nanika: Kyodaikasuru Ongaku Sangyō. (Japanese: Jポップとは何か: 巨大化する音楽産業). 2005. [https://books.google.co.uk/books?id=TLlOAAAAMAAJ] catalogue [https://search.worldcat.org/ja/title/J-:/oclc/676652594] [https://ci.nii.ac.jp/ncid/BA71618018] Japanese rock *Takarajima Special Edition: Encyclopedia of Japanese Rock 1955-1990. Nihon rokku daihyakka: Rokabirī kara bando būmu made. (Japanese: 日本ロック大百科 [年表編] ロカビリーからバンド・ブームまで 1955〜1990). [[w:ja:JICC出版局|JICC Shuppankyoku]]. 1992. ISBN 9784796602907. ISBN 4796602909. Catalogues: [https://ci.nii.ac.jp/ncid/BN07889172] [https://catalogue.nla.gov.au/catalog/2263400]. *Japanese Rock: Standard: 1967-1985. 日本のロック名曲徹底ガイド: 名曲263決定盤846. CDJournal. 2008. ISBN 9784861710469. ISBN 4861710464. [https://www.cdjournal.com/Company/products/mook.php?mno=20081002]. Catalogue: [https://ci.nii.ac.jp/ncid/BA8932668X?l=en]. *Kojima Satoshi (Japanese: 小島智). 検証・80年代日本のロック. アルファベータブックス. 2024. ISBN 9784865981179. ISBN 4865981179. [https://books.google.com/books?id=0gbl0AEACAAJ]. Review: [https://mainichi.jp/articles/20241026/ddm/015/070/005000c]. Jazz *[[w:ja:スイングジャーナル|Swing Journal]] (1947 to 2010) Commentary: [https://www.allaboutjazz.com/news/swing-journal-long-standing-jazz-magazine-to-be-suspended-in-june/] Japanese fusion: *THE DIG presents 日本のフュージョン. Shinko Music Mook. Released 19 April 2013. Commentary: [https://www.cdjournal.com/news/casiopea/50967]. No II. Released 23 October 2014. Commentary: [https://www.cdjournal.com/news/takanaka-masayoshi/62225] Classical *[[w:ja:ぶらあぼ|Bravo]] (Japanese: ぶらあぼ) ebravo.jp *[[w:ja:音楽芸術 (雑誌)|Ongaku Geijutsu]] (Japanese: 音楽芸術) Magazines For Japanese music magazines, see [[w:ja:日本の音楽雑誌]]. *Music Periodicals in Japan — A Comprehensive List (1988) 35 Fontes Artis Musicae 116 [https://www.jstor.org/stable/23507222] [https://books.google.com/books?id=qHYWAAAAIAAJ] **Kishimoto, "Additional Corrections and Alphabetical Title Index" (1989) 36 Fontes Artis Musicae 38 [https://www.jstor.org/stable/23507313] [https://books.google.co.uk/books?id=7XYWAAAAIAAJ] *Special Bibliography: A Bibliography of Japanese Magazines and Music (1959) 3 Ethnomusicology 76 [https://www.jstor.org/stable/924290] *A Historical Survey of Music Periodicals in Japan: 1881—1920 (1989) 36 Fontes Artis Musicae 44 [https://www.jstor.org/stable/23507314] *[[w:ja:篠原章|Akira Shinohara]]. 日本ロック雑誌クロニクル. [[w:en:Ohta Publishing|Ohta Publishing]]. 2005. [https://books.google.co.uk/books?id=L8opAQAAIAAJ] *[[w:Oricon|Oricon]] (オリコン) **[https://web.archive.org/web/19970412131857/http://www.999.com/Oricon/index.html Oricon Music Site]. Commentary: [https://internet.watch.impress.co.jp/www/article/980309/oms.htm]. *[[w:Billboard Japan|Billboard Japan]] (ビルボード・ジャパン) **Music Labo (ミュージック・ラボ) (1970 to 1994) *Music Research (ミュージック・リサーチ) ["Weekly Music Magazine"]. Catalogue: [https://web.archive.org/web/20260319070908/https://ndlsearch.ndl.go.jp/books/R100000002-I000000039804]. *Rolling Stone Japan *新譜ジャーナル (Shinpu Journal). Catalogue: [https://ndlsearch.ndl.go.jp/books/R100000002-I000000012315]. Began 1968 [https://books.google.co.uk/books?id=L8opAQAAIAAJ], later called シンプジャーナル **シンプジャーナル *Myūjikku mansurī [ミュージック・マンスリー]  [https://ci.nii.ac.jp/ncid/AN00396190] *カセットライフ. (Cassette Life). [[w:ja:シンコーミュージック・エンタテイメント|Shinko Music Entertainment]] *[[w:ja:CDジャーナル|CDJournal]] *[[w:ja:Rockin'on Japan|Rockin'on Japan]]. (ロッキング・オン・ジャパン). (1986 onwards) *[[w:ja:Rooftop|Rooftop]] (1976 onwards) *[[w:ja:FOOL'S MATE|Fool's Mate]] *Record Monthly (レコード・マンスリー). From 日本レコード振興株式会社. Catalogues: [https://ci.nii.ac.jp/ncid/AA11433275] [https://ndlsearch.ndl.go.jp/books/R100000002-I000000027924] Columns in periodicals *"Japanese Newsnotes". Billboard. (eg 17 April 1961, [https://books.google.co.uk/books?id=JiIEAAAAMBAJ&pg=PA13#v=onepage&q&f=false p 13].) Websites *[[w:ja:ナタリー (ニュースサイト)|Natalie]] (ナタリー) *[[w:ja:BARKS|Barks]] *OKMusic. Commentary: [https://xtech.nikkei.com/it/article/NEWS/20120626/405442/]. Charts For Japanese music charts, see [[w:ja:日本の音楽チャート]] Chart books *Oricon Chart Book (Japanese: オリコンチャート・ブック) **1987 to 1998 Oricon Chart Book. All Albums. [https://books.google.co.uk/books?id=KvEoNwAACAAJ] **Album Chart Book Complete Edition 1970〜2005. Catalogue:[https://www.tosyokan.pref.shizuoka.jp/licsxp-opac/WOpacMsgNewListToTifTilDetailAction.do?tilcod=1000610247212] *澤山博之. ミュージック・ライフ 東京で1番売れていたレコード 1958~1966. Shinko Music Entertainment. 2019. [Charts published in Music Life from 1958 onwards]. Commentary: [https://mikiki.tokyo.jp/articles/-/20952 Mikiki] Number ones *Oricon No.1 Hits 500. Clubhouse (Japanese: クラブハウス). 1994. 1998. **[https://books.google.com/books?id=GlsnNwAACAAJ vol 1 (1968~1985)]. ISBN 9784906496129. **[https://books.google.com/books?id=icInNwAACAAJ vol 2 (1986~1994)]. ISBN 9784906496136. Awards Japan Record Awards *輝く!日本レコード大賞 公式データブック: 放送60回記念: TBS公認. Shinko Music Entertainment. ISBN 9784401647019. [https://books.google.co.uk/books?id=JcDqvwEACAAJ] [https://ci.nii.ac.jp/ncid/BB2773137X] Traditional, Hogaku *Malm. Traditional Japanese Music and Musical Instruments. [https://books.google.co.uk/books?id=Yn3VQbqywCsC&pg=PP1#v=onepage&q&f=false] *Miyuki Yoshikami. Japan's Musical Tradition: Hogaku from Prehistory to the Present. 2020. [https://books.google.co.uk/books?id=X3XTDwAAQBAJ&pg=PP1#v=onepage&q&f=false] *Hughes. Traditional Folk Song in Modern Japan: Sources, Sentiment and Society. 2008. [https://books.google.co.uk/books?id=yfV5DwAAQBAJ&pg=PR1#v=onepage&q&f=false] Koto: *Tokyo Academy of Music. Collection of Japanese Koto Music. 1888. [https://books.google.co.uk/books?id=RncQAAAAYAAJ&pg=PP13#v=onepage&q&f=false][https://babel.hathitrust.org/cgi/pt?id=hvd.32044040839565&seq=1] Exam guides: For the 音楽CD検定 exam on music CDs: *音楽CD検定公式ガイドブック. 2007. [[w:ja:音楽出版社 (企業)|Ongaku Shuppansha Co Ltd]] (音楽出版社). [https://books.google.co.uk/books?id=sbjdeDJMkQcC&pg=PP1#v=onepage&q&f=false vol 1]. [https://books.google.co.uk/books?id=AoFgIowII48C&pg=PP1#v=onepage&q&f=false vol 2]. Commentary: [https://www.cdjournal.com/i/news/-/15303] [https://www.oricon.co.jp/news/46065/full/] [https://allabout.co.jp/gm/gc/57723/] [https://www.oricon.co.jp/news/45388/full/]. Children's music *Elizabeth May. The Influence of the Meiji Period on Japanese Children's Music. University of California Press. 1963. [https://books.google.co.uk/books?id=54cHAQAAMAAJ] **Japanese Children's Music Before and After Contact with the West. University of California at Los Angeles. 1958. (doctoral dissertation). DJs *Masahiro Yasuda, "How Japanese DJs cut across Market Boundaries" (1999) [https://books.google.co.uk/books?id=H5QJAQAAMAAJ 4] Perfect Beat 45 [[Category:Music resources]] n3mh44ddgzgr5qnwa70in8onqqpoa35 3 322610 2821654 2723830 2026-08-12T08:47:40Z DreamRimmer 2963459 DreamRimmer moved page [[User talk:U3237996]] to [[User talk:GraceInMind]] without leaving a redirect: Automatically moved page while renaming the user "[[Special:CentralAuth/U3237996|U3237996]]" to "[[Special:CentralAuth/GraceInMind|GraceInMind]]" 2723830 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], U3237996!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:16, 30 July 2025 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} idgxys7e5ftq9vv2gtbs49g0j6e06s1 2 322868 2821653 2761994 2026-08-12T08:47:40Z DreamRimmer 2963459 DreamRimmer moved page [[User:U3237996]] to [[User:GraceInMind]] without leaving a redirect: Automatically moved page while renaming the user "[[Special:CentralAuth/U3237996|U3237996]]" to "[[Special:CentralAuth/GraceInMind|GraceInMind]]" 2761994 wikitext text/x-wiki == Information about the author == Hi, my name is '''Mercy'''. I am in my fourth year studying a Bachelor of Science in Psychology at the [https://www.canberra.edu.au/ University of Canberra]. I enjoy studying psychology and I am particularly interested in the areas of psychotherapy, counselling, and mental health and wellbeing. [[File:Practicing mindfulness promotes creativity.png|thumb|300x300px|'''Figure 1.''' My key interests in psychology are mental health, psychotherapy, and counselling. ]] === Professional interests === My current professional interests include: * [[w:Mental_health|Mental health]] (see Figure 1) * [[w:Psychotherapy|Psychotherapy]] and [[w:Counseling|counselling]] * Social role valorisation * Working with youth and young adults * Understanding pain === Personal interests and passions === My personal interest and passions include: * [[w:Art|Art]] and [[w:Photography|photography]] * [[wikipedia:Ceramics|Ceramics]] * Puzzles and boardgames * Hiking * Travel == Professional profiles == Feel free to browse my [https://www.linkedin.com/in/mercy-canning-50619226b/ LinkedIn profile]. == Book chapter I am working on == As part of my degree, I am studying [[motivation and emotion]]. I am currently contributing to the [[Motivation and emotion/Book|motivation and emotion book]] project by writing a book chapter for the [[Motivation and emotion/Book/2025|motivation and emotion book 2025]]. The [[Motivation and emotion/Book|motivation and emotion book]] project aims to help people understand and improve their motivational and emotional lives using psychological science. The book chapter I am working on is called [[Motivation and emotion/Book/2025/Self-determination theory and social media use|Self-determination theory and social media use]]: How do basic psychological needs explain patterns of social media engagement? == Social contributions == === Wikiversity contributions (TBC heading === ==== Book chapter talk pages ==== Provided/added feedback... Responded to and enaged with feedback on my talk page... # ==== Direct Edits ==== Reviewed... Edited... Rewrote... Added clarification... # [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FWork_motivation_and_self-determination_theory&diff=2726464&oldid=2676654 Rewrote close-ended focus questions to be open-ended.] # [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2020%2FBasic_psychological_need_theory&diff=2739654&oldid=2240585 Commented on Basic psychological need theory book chapter and suggested sub-headings for the three basic needs with further information and examples underneath to improve clarity and page layout.] ==== Media uploads ==== Uploaded... picture, graph # [[:File:Social media use impact girls mental health plants thrive or wilt.svg|18 October 2025: Created and uploaded an image to my book chapter titled 'Social media use impact girls mental health plants thrive or wilt.svg'.]] # [[commons:File:Social_media_integration_and_central_role_in_everyday_life_-_media_networks_and_connection.png|20 October 2025: Created and uploaded an image to my book chapter titled 'Social media integration and central role in everyday life - media networks and connection.png'.]] # [[commons:File:Social_media_use_impact_girls_mental_health_plants_thrive_or_wilt_raw.png|20 October 2025: Uploaded an updated image as a PNG file to my book chapter titled 'Social media use impact girls mental health plants thrive or wilt raw.png'.]] # [[commons:File:Social_media_positive_&_negative_effects_on_mental_health_&_well-being.png|20 October 2025: Created and uploaded an image to my book titled 'Social media positive & negative effects on mental health & well-being.png'.]] ==== UCLearn discussion post contributions ==== # [https://uclearn.canberra.edu.au/courses/17386/discussion_topics/394550?entry_id=715257 Commented on a discussion forum about what I want to learn about motivation and emotion.] # [https://uclearn.canberra.edu.au/courses/17386/discussion_topics/408822 10 October 2025: Replied to a discussion post on UCLearn titled 'What is the hardest part to being motivated to achieve your academic goals?'] # [https://uclearn.canberra.edu.au/courses/17386/discussion_topics/405539 10 October 2025: Contributed to a UCLearn discussion post titled 'Music and Mood'.] # [https://uclearn.canberra.edu.au/courses/17386/discussion_topics/409029 10 October 2025: Created a discussion post on UCLearn titled 'Why do you use (or avoid) social media? Exploring social media engagement and psychological needs'.] # [https://uclearn.canberra.edu.au/courses/17386/discussion_topics/406646 11 October 2025: Contributed to discussion post on UCLearn titled 'Motivation for things you enjoy?'] # [https://uclearn.canberra.edu.au/courses/17386/discussion_topics/407763 11 October 2025: Replied to a discussion post about 'Balancing Self-Care and Being Productive'.] * Added my book chapter to a UCLearn Canvas discussion post to receive feedback from peers. * Contributed to a UCLearn Canvas discussion forum 79tce8uo501mej5050m2p4g0bvdsk4w 2821664 2821653 2026-08-12T09:06:35Z GraceInMind 3005521 Fixed broken link 2821664 wikitext text/x-wiki == Information about the author == Hi, my name is '''Mercy'''. I am in my fourth year studying a Bachelor of Science in Psychology at the [https://www.canberra.edu.au/ University of Canberra]. I enjoy studying psychology and I am particularly interested in the areas of psychotherapy, counselling, and mental health and wellbeing. [[File:Practicing mindfulness promotes creativity.png|thumb|300x300px|'''Figure 1.''' My key interests in psychology are mental health, psychotherapy, and counselling. ]] === Professional interests === My current professional interests include: * [[w:Mental_health|Mental health]] (see Figure 1) * [[w:Psychotherapy|Psychotherapy]] and [[w:Counseling|counselling]] * Social role valorisation * Working with youth and young adults * Understanding pain === Personal interests and passions === My personal interest and passions include: * [[w:Art|Art]] and [[w:Photography|photography]] * [[wikipedia:Ceramics|Ceramics]] * Puzzles and boardgames * Hiking * Travel == Professional profiles == Feel free to browse my [https://www.linkedin.com/in/mercy-canning-50619226b/ LinkedIn profile]. == Book chapter I am working on == As part of my degree, I am studying [[motivation and emotion]]. I am currently contributing to the [[Motivation and emotion/Book|motivation and emotion book]] project by writing a book chapter for the [[Motivation and emotion/Book/2025|motivation and emotion book 2025]]. The [[Motivation and emotion/Book|motivation and emotion book]] project aims to help people understand and improve their motivational and emotional lives using psychological science. The book chapter I am working on is called [[Motivation and emotion/Book/2026/Self-determination theory and social media use|Self-determination theory and social media use]]: How do basic psychological needs explain patterns of social media engagement? == Social contributions == === Wikiversity contributions (TBC heading === ==== Book chapter talk pages ==== Provided/added feedback... Responded to and enaged with feedback on my talk page... # ==== Direct Edits ==== Reviewed... Edited... Rewrote... Added clarification... # [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2024%2FWork_motivation_and_self-determination_theory&diff=2726464&oldid=2676654 Rewrote close-ended focus questions to be open-ended.] # [https://en.wikiversity.org/w/index.php?title=Talk%3AMotivation_and_emotion%2FBook%2F2020%2FBasic_psychological_need_theory&diff=2739654&oldid=2240585 Commented on Basic psychological need theory book chapter and suggested sub-headings for the three basic needs with further information and examples underneath to improve clarity and page layout.] ==== Media uploads ==== Uploaded... picture, graph # [[:File:Social media use impact girls mental health plants thrive or wilt.svg|18 October 2025: Created and uploaded an image to my book chapter titled 'Social media use impact girls mental health plants thrive or wilt.svg'.]] # [[commons:File:Social_media_integration_and_central_role_in_everyday_life_-_media_networks_and_connection.png|20 October 2025: Created and uploaded an image to my book chapter titled 'Social media integration and central role in everyday life - media networks and connection.png'.]] # [[commons:File:Social_media_use_impact_girls_mental_health_plants_thrive_or_wilt_raw.png|20 October 2025: Uploaded an updated image as a PNG file to my book chapter titled 'Social media use impact girls mental health plants thrive or wilt raw.png'.]] # [[commons:File:Social_media_positive_&_negative_effects_on_mental_health_&_well-being.png|20 October 2025: Created and uploaded an image to my book titled 'Social media positive & negative effects on mental health & well-being.png'.]] ==== UCLearn discussion post contributions ==== # [https://uclearn.canberra.edu.au/courses/17386/discussion_topics/394550?entry_id=715257 Commented on a discussion forum about what I want to learn about motivation and emotion.] # [https://uclearn.canberra.edu.au/courses/17386/discussion_topics/408822 10 October 2025: Replied to a discussion post on UCLearn titled 'What is the hardest part to being motivated to achieve your academic goals?'] # [https://uclearn.canberra.edu.au/courses/17386/discussion_topics/405539 10 October 2025: Contributed to a UCLearn discussion post titled 'Music and Mood'.] # [https://uclearn.canberra.edu.au/courses/17386/discussion_topics/409029 10 October 2025: Created a discussion post on UCLearn titled 'Why do you use (or avoid) social media? Exploring social media engagement and psychological needs'.] # [https://uclearn.canberra.edu.au/courses/17386/discussion_topics/406646 11 October 2025: Contributed to discussion post on UCLearn titled 'Motivation for things you enjoy?'] # [https://uclearn.canberra.edu.au/courses/17386/discussion_topics/407763 11 October 2025: Replied to a discussion post about 'Balancing Self-Care and Being Productive'.] * Added my book chapter to a UCLearn Canvas discussion post to receive feedback from peers. * Contributed to a UCLearn Canvas discussion forum 9737w6v3oa7dostf5foraayeqns0fqa 2 323076 2821506 2729367 2026-08-11T22:35:19Z U3236349 3005692 Removed old content 2821506 wikitext text/x-wiki = About Me = == Book Chapter I am Working On == My contribution towards this year's book chapter is exploring the ...................... in the context of social motivation. == Social Contributions == e35k3vtyeoojh0tjb28uxe9118piuhy 0 323153 2821457 2821453 2026-08-11T12:07:08Z Jtneill 10242 Fix user name 2821457 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|User Name}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|User Name}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|U3253363}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|User Name}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 2yxns9w829b2fl259ste64xzg08d48u 2821476 2821457 2026-08-11T15:26:20Z U3211150 3106672 /* Emotion */ 2821476 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|User Name}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|U3253363}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|User Name}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] go2jn82xgpnnil5rr16cqtk895enqc8 2821519 2821476 2026-08-12T00:26:52Z P U3270518 3106535 2821519 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|User Name}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|U3253363}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - P U3270518 # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|User Name}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] bm37w1b1qata5v19bzcgopxs9y21c24 2821522 2821519 2026-08-12T00:52:19Z ~2026-44395-45 3106745 Changed user name to allocate topic 2821522 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|User Name}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - P U3270518 # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|User Name}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 2g6df2cn0224zfywzfawu5pcw7m33i5 2821525 2821522 2026-08-12T01:12:40Z U3282656 3106751 2821525 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|u3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - P U3270518 # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|User Name}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] cl57jt067ytayghwvxl4znubkwkww93 2821526 2821525 2026-08-12T01:17:16Z U3275984 3106752 Claimed chapter topic 2821526 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|User Name}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|u3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - P U3270518 # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|User Name}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] ads2dbfgw263t6bm5etu9tsizmw0r7p 2821527 2821526 2026-08-12T01:39:22Z Mim0502 3106283 /* Motivation */ 2821527 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? - Mim0502 # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|u3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - P U3270518 # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|User Name}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 9x1udw7phg94edxcqpyqjsbdv8amk27 2821528 2821527 2026-08-12T01:41:15Z Mim0502 3106283 /* Motivation */ 2821528 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? - [[Mim0502]] # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|u3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - P U3270518 # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|User Name}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 8ysm6ytjpqj6e0iwn7aa2tqodz8tsw3 2821533 2821528 2026-08-12T02:07:23Z U3283302 3106299 /* Emotion */ 2821533 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? - [[Mim0502]] # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|u3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - P U3270518 # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - U3283302 # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] rc7et1bu2aay8cmlagdfwkf74r9gjx7 2821534 2821533 2026-08-12T02:08:52Z ChelsSchofield 3106760 username entered 2821534 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? - [[Mim0502]] # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|u3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - P U3270518 # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - U3283302 # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|U3259939-ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 0ioa5ppi5d7oqv8tuq0mkrb46355n2g 2821535 2821534 2026-08-12T02:16:29Z Jack4234 3106762 2821535 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? - [[Mim0502]] # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|u3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - P U3270518 # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - U3283302 # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|U3259939-ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 58ll5eqs1ebx0xvkkl1xhsjcfysdoun 2821537 2821535 2026-08-12T03:00:54Z Jtneill 10242 Fix user name 2821537 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? - [[Mim0502]] # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|u3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - U3283302 # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|U3259939-ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] n8adygad7mwfjyv5i6ghbbja2lun90d 2821539 2821537 2026-08-12T03:02:12Z Jtneill 10242 Fix user name 2821539 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? - [[Mim0502]] # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? {{ME-By|User Name}} # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - U3283302 # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|U3259939-ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] cujjsbnp5w5m1s13p226oosba9d6zwp 2821540 2821539 2026-08-12T03:02:28Z U3261207 3106767 /* Motivation */ 2821540 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? - [[Mim0502]] # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - U3283302 # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|U3259939-ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 3tgv1qbccfrv105esf4ovbn67sixu0b 2821543 2821540 2026-08-12T03:03:41Z Jtneill 10242 Fix user name 2821543 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - U3283302 # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|U3259939-ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] i9367k20jgg7j5nda08w3g13wjcx2h9 2821544 2821543 2026-08-12T03:05:18Z Jtneill 10242 Fix user name 2821544 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|U3259939-ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] ql1qa93lr8567yjja3j5bov89pcoced 2821545 2821544 2026-08-12T03:05:55Z Jtneill 10242 Fix user name 2821545 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] ljq277tms67f08esiltz6jdldspbwcw 2821549 2821545 2026-08-12T03:07:51Z Jtneill 10242 Sign up U3270398 2821549 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|User Name}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 5geprcu35ohgooo51hu9g5anh02gqcr 2821550 2821549 2026-08-12T03:10:02Z U3275909 3106769 - 2821550 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - U3275909 # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 9l1pi93ift0xe6frjst0dyi5hstffbh 2821551 2821550 2026-08-12T03:10:36Z E3297976 3106770 2821551 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - U3275909 # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 1sy8m5s4xuqsnhv3xallqlsffw7z8sq 2821552 2821551 2026-08-12T03:11:16Z U3275909 3106769 2821552 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - [[U3275909]] # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|User Name}} # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] cq7m4nqlgvimplfnv970fnsxi2hyvrt 2821565 2821552 2026-08-12T04:04:34Z U3224236 3106774 Added username to topic 2821565 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - [[U3275909]] # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? - U3224236 # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 01yshnm0szuk7wjf63tzy8xj4u3sbod 2821569 2821565 2026-08-12T04:07:38Z Leilab23 3106779 2821569 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|User Name}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - [[U3275909]] # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? - U3224236 # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|U3220827}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] t27fq9qdftuuo328o8nyqw0d23b1reg 2821573 2821569 2026-08-12T04:10:39Z U3280097 3106778 /* Motivation */ 2821573 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - [[U3275909]] # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? - U3224236 # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|U3220827}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 4x9kub72tgtfk4tji6mss3eyza05fzi 2821574 2821573 2026-08-12T04:10:56Z U3224236 3106774 2821574 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - [[U3275909]] # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? - [[User:U3224236|U3224236]] # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|U3220827}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] gy9pidyx44qfxw65gubrz3ovmbhlrpm 2821583 2821574 2026-08-12T04:23:26Z U3280499 3106560 /* Motivation */ 2821583 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - [[U3275909]] # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? - [[User:U3224236|U3224236]] # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|U3220827}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] j4rc23pru7fgb1iz4gduld0owaja1t1 2821596 2821583 2026-08-12T05:23:35Z U3143751 3106785 /* */ 2821596 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|User Name}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - [[U3275909]] # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|u3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? - [[User:U3224236|U3224236]] # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|U3220827}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] b7ii1pu92c1be5tdu1dv69nde85pwtb 2821598 2821596 2026-08-12T05:27:27Z Monuc9 3106784 /* Motivation */ 2821598 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? - Monuc9 # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - [[U3275909]] # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|u3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? - [[User:U3224236|U3224236]] # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|U3220827}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] lrau8ydm590es469u91ubloj1vc1tol 2821615 2821598 2026-08-12T06:24:13Z Jtneill 10242 Fix user name 2821615 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? - Monuc9 # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|u3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? - [[User:U3224236|U3224236]] # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|U3220827}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] jn9n2dzmgikblay8tzowj5lso54g9up 2821616 2821615 2026-08-12T06:25:42Z Jtneill 10242 Fix user name 2821616 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? - Monuc9 # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|u3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588{{ME-By| # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|U3220827}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] bos0hwx1ukxa7uozsq6za1txbc7m64b 2821617 2821616 2026-08-12T06:26:42Z Jtneill 10242 Fix user name 2821617 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? - Monuc9 # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|u3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588{{ME-By| # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|Leilab23}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 5xcafpiin9bh8qi8mfopce2tlcpfzqw 2821618 2821617 2026-08-12T06:28:03Z Jtneill 10242 Fix user name 2821618 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? - {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? - {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? - {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? - Monuc9 # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? - {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? - {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? - {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? - {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? - {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588{{ME-By| # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? - {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?- {{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? - {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|Leilab23}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 29xrzgwxzbrktrf28j5851ezoun6h1f 2821619 2821618 2026-08-12T06:29:44Z Jtneill 10242 Fix user name 2821619 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588{{ME-By| # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|Leilab23}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 71b426irqkz6sdwgstw7gctm99jzqte 2821641 2821619 2026-08-12T07:01:00Z U3216724 3106797 Added username to Game of dice book chapter to indicate topic selection. 2821641 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588{{ME-By| # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|Leilab23}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|User Name}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] p7g7zxal6oktvmy4n7ka8dcfgtpyqt2 2821645 2821641 2026-08-12T07:43:39Z U3239431 3106807 /* Motivation and emotion */ 2821645 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588{{ME-By| # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|Leilab23}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|u3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] mqpppznz7bpm4avyril1m41bzxoqhdj 2821647 2821645 2026-08-12T08:29:46Z Jtneill 10242 /* Emotion */ [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? 2821647 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588{{ME-By| # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|Leilab23}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|u3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 2l4lkovfy3dotptnbhl1a3sc59f5dkh 2821655 2821647 2026-08-12T08:48:12Z Jtneill 10242 Fix user name 2821655 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|U3237996}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588{{ME-By| # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|Leilab23}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] raelrn2oyb4jhujt8qc256elp1p7gy5 2821663 2821655 2026-08-12T09:05:19Z GraceInMind 3005521 Username change 2821663 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588{{ME-By| # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|Leilab23}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 6wtjz0a0y19dqh0aatclgktjd2zjjwg 2821684 2821663 2026-08-12T11:25:58Z U3257744 3106842 2821684 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|User Name}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|User Name}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy–value theory of educational motivation/]] - What is expectancy–value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|E3297976}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|User Name}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? - User Name # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|User Name}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|User Name}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|User Name}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|User Name}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588{{ME-By| # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|User Name}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|AmyUniversity}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|User Name}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|Leilab23}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|U3246588}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|User Name}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|User Name}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] ts5ccjcf608ahul8srigmzhfdq48bsu 0 323684 2821575 2814498 2026-08-12T04:12:21Z Jtneill 10242 + new template 2821575 wikitext text/x-wiki {{METE}} {{title|Introjection:<br>What role do shame and guilt play in introjected forms of behavioural regulation?}} __TOC__ ==Overview== Motivation, or the lack thereof, is oftentimes the worst nemesis of students around the world. Motivation helps us the drive to tackle the day ahead of us. Starting from the most simple tasks, such as getting up in the morning, to being the first astronaut who ever traveled to the moon. Humanity’s evolution and survival have been predicated on humans’ ability to motivate themselves to strive for new heights {{RoundBoxTop|theme=15}} '''Focus question/ objectives:''' * What and why do we need motivation? * What drives motivation? * What is introjection? * What is guilt? * What is shame? * How does guilt and shame based introjection influence motivation? * How does introjection influence behaviour persistence?{{RoundBoxBottom}}Throughout the chapter we will be refering back to the case study of Nikil to help consolidate your learning.{{Robelbox|theme={{{theme|1}}}|title=Case study: Nikil}} <div style="{{Robelbox/pad}}"> Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. Although he was able to maintain a 97% average throughout high school, his teachers' and parents' constant praise for his grades was his strength. As he reached university, his current lifestyle left his feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself to be perfect, affecting how he felt about himself. Although him persistence to complete him studies is strong and his efforts for productivity very high despite the challenges, he feels his autonomy is suppressed, affecting his happiness. </div> {{Robelbox/close}} More chapters on motivation, emotion and other related topics can be found in the [[Motivation and emotion/Book/2025|Motivation and emotion: Book 2025]]. == Motivation == === Defining motivation === define = direction, intensity, persistence of behaviour its role<blockquote>''"quote" (pg,)''</blockquote> === Motivation types === * extrinsic ** external ** introjection ** identitified ** integrated * intrinsic '''Table 1.''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowingness x Self/Other {| class="wikitable" style="margin: auto;" |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes === Uses of motivation === * work performance * goal puruit * health behaviour {{robelbox|theme=11|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} {{robelbox|theme=1|title=Case study: Mathew Questions:|iconwidth=55px|icon=Search-icon-white-background.png}} Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. Although he was able to maintain a 97% average throughout high school, his teachers' and parents' constant praise for his grades was his strength. As he reached university, his current lifestyle left his feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself to be perfect, affecting how he felt about himself. Although him persistence to complete him studies is strong and his efforts for productivity very high despite the challenges, he feels his autonomy is suppressed, affecting his happiness. <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} == Theories of motivation == === Physiological context === * Brain systems (dopamine, reward circuits) ** Arousal, ** energy mobilization === Cognitive context === * Goal-setting, * expectancy-value, * self-regulation === Emotional context === * Links to affect, * drive, * self-worth {{robelbox|theme=11|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} {{robelbox|theme=1|title=Case study: Mathew Questions:|iconwidth=55px|icon=Search-icon-white-background.png}} Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. Although he was able to maintain a 97% average throughout high school, his teachers' and parents' constant praise for his grades was his strength. As he reached university, his current lifestyle left his feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself to be perfect, affecting how he felt about himself. Although him persistence to complete him studies is strong and his efforts for productivity very high despite the challenges, he feels his autonomy is suppressed, affecting his happiness. <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} == Introjection == === Defining introjection === * SDT: partially internalized regulation driven by guilt, pride, and self-worth contingencies === Types of uitrojection === * Introjected *avoidance* (guilt, shame) * Introjected *approach* (pride, ego-boost) === Characteristics of introjection === * Internal pressure * Fragile persistence * contingent self-esteem {{robelbox|theme=11|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} {{robelbox|theme=1|title=Case study: Mathew Questions:|iconwidth=55px|icon=Search-icon-white-background.png}} Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. Although he was able to maintain a 97% average throughout high school, his teachers' and parents' constant praise for his grades was his strength. As he reached university, his current lifestyle left his feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself to be perfect, affecting how he felt about himself. Although him persistence to complete him studies is strong and his efforts for productivity very high despite the challenges, he feels his autonomy is suppressed, affecting his happiness. <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} == Guilt == === Defining guilt === * Emotional response to perceived failure to meet standards * Distinction from shame (focus on action vs. self) === Types of guilt === * Adaptive guilt ** reparative, prosocial * Maladaptive guilt ** chronic, perfectionistic === Manifestation of ____ type of guilt. === * Cognitive (rumination, self-criticism) Emotional (anxiety, unease) Behavioral (overcompensation, compliance) {{robelbox|theme=11|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} {{robelbox|theme=1|title=Case study: Mathew Questions:|iconwidth=55px|icon=Search-icon-white-background.png}} Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. Although he was able to maintain a 97% average throughout high school, his teachers' and parents' constant praise for his grades was his strength. As he reached university, his current lifestyle left his feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself to be perfect, affecting how he felt about himself. Although him persistence to complete him studies is strong and his efforts for productivity very high despite the challenges, he feels his autonomy is suppressed, affecting his happiness. <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} == Guilt-based introjection == === Benefits === * Short-term compliance and effort * Prevents neglect of duties; promotes accountability === Consequences === * Stress, anxiety, burnout * Fragile self-worth, * Conditional regard * Lower creativity and interest === Mechanisms === * Self-control rooted in avoidance of guilt rather than authentic choice * '''Impact on behaviour regulation''' {{robelbox|theme=11|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} {{robelbox|theme=1|title=Case study: Mathew Questions:|iconwidth=55px|icon=Search-icon-white-background.png}} Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. Although he was able to maintain a 97% average throughout high school, his teachers' and parents' constant praise for his grades was his strength. As he reached university, his current lifestyle left his feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself to be perfect, affecting how he felt about himself. Although him persistence to complete him studies is strong and his efforts for productivity very high despite the challenges, he feels his autonomy is suppressed, affecting his happiness. <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} == Figures == [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #.''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse feature boxes, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Cite each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowingness x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long, complex quiz questions are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * Recap: guilt-based introjection motivates, but at a cost * Implications: trade-off between productivity gains and wellbeing losses * Future orientation: how cultures might rebalance achievement and happiness * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the problem and what is known based on psychological science {{tip|Answers: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== This section provides more resources related to this chapter: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[Motivation and emotion/Book/Chapters by year|Motivation and emotion book chapters]] (Wikiversity) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.).. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Aslo some useful [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} ==New template== {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Guilt]] [[Category:Motivation and emotion/Book/Introjection]] h9nskujruet4k3sw16ee9t3ap647y1t 2821581 2821575 2026-08-12T04:19:37Z Jtneill 10242 Add an image 2821581 wikitext text/x-wiki {{METE}} {{title|Introjection:<br>What role do shame and guilt play in introjected forms of behavioural regulation?}} __TOC__ ==Overview== Motivation, or the lack thereof, is oftentimes the worst nemesis of students around the world. Motivation helps us the drive to tackle the day ahead of us. Starting from the most simple tasks, such as getting up in the morning, to being the first astronaut who ever traveled to the moon. Humanity’s evolution and survival have been predicated on humans’ ability to motivate themselves to strive for new heights {{RoundBoxTop|theme=15}} '''Focus question/ objectives:''' * What and why do we need motivation? * What drives motivation? * What is introjection? * What is guilt? * What is shame? * How does guilt and shame based introjection influence motivation? * How does introjection influence behaviour persistence?{{RoundBoxBottom}}Throughout the chapter we will be refering back to the case study of Nikil to help consolidate your learning. [[File:Daddy, what did You do in the Great War cropped.jpg|thumb|'''Figure 1'''. A man looking guilty.]] {{Robelbox|theme={{{theme|1}}}|title=Case study: Nikil}} <div style="{{Robelbox/pad}}"> Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. Although he was able to maintain a 97% average throughout high school, his teachers' and parents' constant praise for his grades was his strength. As he reached university, his current lifestyle left his feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself to be perfect, affecting how he felt about himself. Although him persistence to complete him studies is strong and his efforts for productivity very high despite the challenges, he feels his autonomy is suppressed, affecting his happiness. </div> {{Robelbox/close}} More chapters on motivation, emotion and other related topics can be found in the [[Motivation and emotion/Book/2025|Motivation and emotion: Book 2025]]. == Motivation == === Defining motivation === define = direction, intensity, persistence of behaviour its role<blockquote>''"quote" (pg,)''</blockquote> === Motivation types === * extrinsic ** external ** introjection ** identitified ** integrated * intrinsic '''Table 1.''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowingness x Self/Other {| class="wikitable" style="margin: auto;" |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes === Uses of motivation === * work performance * goal puruit * health behaviour {{robelbox|theme=11|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} {{robelbox|theme=1|title=Case study: Mathew Questions:|iconwidth=55px|icon=Search-icon-white-background.png}} Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. Although he was able to maintain a 97% average throughout high school, his teachers' and parents' constant praise for his grades was his strength. As he reached university, his current lifestyle left his feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself to be perfect, affecting how he felt about himself. Although him persistence to complete him studies is strong and his efforts for productivity very high despite the challenges, he feels his autonomy is suppressed, affecting his happiness. <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} == Theories of motivation == === Physiological context === * Brain systems (dopamine, reward circuits) ** Arousal, ** energy mobilization === Cognitive context === * Goal-setting, * expectancy-value, * self-regulation === Emotional context === * Links to affect, * drive, * self-worth {{robelbox|theme=11|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} {{robelbox|theme=1|title=Case study: Mathew Questions:|iconwidth=55px|icon=Search-icon-white-background.png}} Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. Although he was able to maintain a 97% average throughout high school, his teachers' and parents' constant praise for his grades was his strength. As he reached university, his current lifestyle left his feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself to be perfect, affecting how he felt about himself. Although him persistence to complete him studies is strong and his efforts for productivity very high despite the challenges, he feels his autonomy is suppressed, affecting his happiness. <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} == Introjection == === Defining introjection === * SDT: partially internalized regulation driven by guilt, pride, and self-worth contingencies === Types of uitrojection === * Introjected *avoidance* (guilt, shame) * Introjected *approach* (pride, ego-boost) === Characteristics of introjection === * Internal pressure * Fragile persistence * contingent self-esteem {{robelbox|theme=11|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} {{robelbox|theme=1|title=Case study: Mathew Questions:|iconwidth=55px|icon=Search-icon-white-background.png}} Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. Although he was able to maintain a 97% average throughout high school, his teachers' and parents' constant praise for his grades was his strength. As he reached university, his current lifestyle left his feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself to be perfect, affecting how he felt about himself. Although him persistence to complete him studies is strong and his efforts for productivity very high despite the challenges, he feels his autonomy is suppressed, affecting his happiness. <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} == Guilt == === Defining guilt === * Emotional response to perceived failure to meet standards * Distinction from shame (focus on action vs. self) === Types of guilt === * Adaptive guilt ** reparative, prosocial * Maladaptive guilt ** chronic, perfectionistic === Manifestation of ____ type of guilt. === * Cognitive (rumination, self-criticism) Emotional (anxiety, unease) Behavioral (overcompensation, compliance) {{robelbox|theme=11|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} {{robelbox|theme=1|title=Case study: Mathew Questions:|iconwidth=55px|icon=Search-icon-white-background.png}} Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. Although he was able to maintain a 97% average throughout high school, his teachers' and parents' constant praise for his grades was his strength. As he reached university, his current lifestyle left his feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself to be perfect, affecting how he felt about himself. Although him persistence to complete him studies is strong and his efforts for productivity very high despite the challenges, he feels his autonomy is suppressed, affecting his happiness. <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} == Guilt-based introjection == === Benefits === * Short-term compliance and effort * Prevents neglect of duties; promotes accountability === Consequences === * Stress, anxiety, burnout * Fragile self-worth, * Conditional regard * Lower creativity and interest === Mechanisms === * Self-control rooted in avoidance of guilt rather than authentic choice * '''Impact on behaviour regulation''' {{robelbox|theme=11|title=Test yourself!|iconwidth=55px|icon=Search-icon-white-background.png}} <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} {{robelbox|theme=1|title=Case study: Mathew Questions:|iconwidth=55px|icon=Search-icon-white-background.png}} Nikil is a 21-year-old medical student in India who is a high-achieving student. He is the first in his family to attend a university. His family emphasizes that his success will bring honor and pride to his parents and community. He feels a great need to excel to repay his parents’ sacrifices and make use of his opportunity to gain higher socio-economic status. He often studies late into the night and skips meals, not because becoming a doctor is something he enjoys, but because he is afraid of disappointment and failure. He often ruminates heavily on his mistakes, compares his grades to others and has anxiety before exams. He often feels he must excel to be accepted. Although he was able to maintain a 97% average throughout high school, his teachers' and parents' constant praise for his grades was his strength. As he reached university, his current lifestyle left his feeling empty and fatigued, with decreased interest and creativity, and he overcriticized himself to be perfect, affecting how he felt about himself. Although him persistence to complete him studies is strong and his efforts for productivity very high despite the challenges, he feels his autonomy is suppressed, affecting his happiness. <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} - Mindless procrastination - Stress delay + Deliberate procrastination - Sleep deprivation {Long, complex quiz questions are a good idea: |type="()"} - True + False - True 2 </quiz>{{RoundBoxBottom}} == Figures == [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etcetera * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #.''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can also be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring online book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse feature boxes, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]".) ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]".) ;Tables * Use to organise and summarise information * Tables should be captioned * Cite each table at least once in the main text (e.g., see Table 1) * [[Motivation and emotion/Wikiversity/Tables|Example 3 x 3 tables]] which could be adapted '''Table 1.''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowingness x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two revision questions per major section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia # The best quiz questions are about important information take-home messages * The best quiz questions are simple rather than hard * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {Quizzes are an interactive learning feature: |type="()"} + True - False {Long, complex quiz questions are a good idea: |type="()"} - True + False </quiz> ==Conclusion== * Recap: guilt-based introjection motivates, but at a cost * Implications: trade-off between productivity gains and wellbeing losses * Future orientation: how cultures might rebalance achievement and happiness * The Conclusion is arguably the most important section * Suggested word count: 150 to 330 words * It should be possible for someone to only read the [[#Overview|Overview]] and the Conclusion and still get a good idea of the problem and what is known based on psychological science {{tip|Answers: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? (Even for the topic development, have a go at the likely take-home message) }} ==See also== This section provides more resources related to this chapter: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[Motivation and emotion/Book/Chapters by year|Motivation and emotion book chapters]] (Wikiversity) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Present in alphabetical order * Use [[w:Letter case#Sentence casing|sentence casing]] * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.).. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** Provide the full doi as a URL and working hyperlink * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** Citing sources that weren't read or consulted }} ==External links== Aslo some useful [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Present in alphabetical order * Include the source in parentheses after the link }} ==New template== {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Guilt]] [[Category:Motivation and emotion/Book/Introjection]] dqx8qoelqj7kl7irf1mg9uhu7wwe2py 2821599 2821581 2026-08-12T05:28:41Z U3330981 3106384 2821599 wikitext text/x-wiki ==New template== {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Guilt]] [[Category:Motivation and emotion/Book/Introjection]] ga8rgextjid6rhvucr8t42cqgnwuxma 2821600 2821599 2026-08-12T05:29:10Z U3330981 3106384 2821600 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Guilt]] [[Category:Motivation and emotion/Book/Introjection]] 2k4na2cruuycbms2elfjjbi4f9343o6 2821602 2821600 2026-08-12T05:30:56Z U3330981 3106384 2821602 wikitext text/x-wiki {{title|Introjection and guilt-based motivation - What role do shame and guilt play in introjected forms of behavioural regulation?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Guilt]] [[Category:Motivation and emotion/Book/Introjection]] akblfx2dkxku74q2dp341gsc6pujdtp 2821666 2821602 2026-08-12T09:21:44Z U3330981 3106384 2821666 wikitext text/x-wiki {{title|Introjection and guilt-based motivation - What role do shame and guilt play in introjected forms of behavioural regulation?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Rachel is a 16-year-old woman raised in a rigid religious upbringing that emphasises purity, God-centered marriage, and repentance. Her parents have always made their affection contingent on her compliance with these religious values. Rachel has recently realised she is attracted to women. However, because she has “taken in” her parents’ and church’s standards without fully accepting them herself, she experiences a state of internalised compulsion. She doesn’t act out of genuine religious conviction; instead, her life is governed by “shoulds” and “musts” aimed at maintaining her sense of worth in her parents' eyes. When Rachel finds herself thinking about her attractions, she experiences intense guilt. This guilt drives her toward reparative actions to “undo the harm”: she spends hours in additional prayer and flirting with men, not for enjoyment, but to alleviate the crushing feeling that she has failed. As Rachel struggles to suppress her feelings, her experience shifts from behaviour-focused guilt to global self-focused shame. She begins to evaluate her entire self as defective and unworthy of love. This shame makes her withdraw and hide; she spends less time with her friends and avoids her parents because she feels like a “bad person” who would be rejected if her “true self” were known. Rachel remains “successful” in the eyes of her community, but her motivation is brittle and unstable. She is at high risk for burnout and depressive symptoms because her energy is being drained by the constant internal conflict between her authentic self and her introjected standards. Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the definition of introjected regulation and where does it sit on the self-determination continuum? * How do shame and guilt function as distinctive drivers within introjected regulation? * What are the psychological and behavioural consequences of operating under introjected pressure? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Theoretical background of introjected behavioural regulation== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Distinguishing shame and guilt in introjection== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Psychological and behavioural consequences== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Guilt]] [[Category:Motivation and emotion/Book/Introjection]] rk7cofjmo9ioszzja1yxz466pzjactv 1 324917 2821468 2818416 2026-08-11T14:06:25Z Atcovi 276019 /* Use of AI */ Reply 2821468 wikitext text/x-wiki == Use of AI == Could we not use generative AI to write the introduction please? It sounds terrible and I feel like it goes against the integrity of the project. [[User:Supersazon|Supersazon]] ([[User talk:Supersazon|discuss]] • [[Special:Contributions/Supersazon|contribs]]) 18:49, 21 October 2025 (UTC) :I wholeheartedly agree [[User:Laquin|Laquin]] ([[User talk:Laquin|discuss]] • [[Special:Contributions/Laquin|contribs]]) 18:12, 7 December 2025 (UTC) ::{{ping|Laquin}} & {{ping|Supersazon}} Welcome to Wikiversity! Feel free to edit the introduction if you'd like. Also, don't be afraid to pitch in your views on the usage of GenAI on Wikiversity at [[Wikiversity:Colloquium#General_ban_on_direct_use_of_GenAI_output_with_exceptions]]. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:59, 7 December 2025 (UTC) :::{{ping|Atcovi}} Thank you! I will take a look. :) [[User:Laquin|Laquin]] ([[User talk:Laquin|discuss]] • [[Special:Contributions/Laquin|contribs]]) 20:04, 7 December 2025 (UTC) ::::@[[User:Atcovi|Atcovi]]: I suspect we have been snookered by two hit and run trolls. ::::1)     Both the Supersazon and the Laquin user id’s were deleted some time ago. The comments on this page are the only contributions either one ever made. ::::2)     The comments they left are generic. There is no evidence either of them read the introduction or the course materials. ::::3)     The text of the introduction is brief and, in my opinion, well written. The claim that it “Sounds terrible” is unsubstantiated and false. ::::4)     The introductory text is properly attributed. The prompt used directed the LMM to use the course text as its data source. ::::Therefore, I recommend we discount their comments and recognize that the claim the “resource includes substantial content generated by artificial intelligence”. Is unsubstantiated. ::::Please remove the AI banner because it makes an unsubstantiated claim. ::::Thanks [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 14:17, 16 July 2026 (UTC) :::::The AI banner rightfully denotes the usage of AI in the article, and neither are any of your rationales justify labeling two users as "hit and run trolls", for which there is no evidence for. Not to mention that the "only contributions either one ever made" is just a straight lie and can easily be refuted just by looking at the global contribs for Laquin. :::::Seek consensus for the AI banner to be removed before removing the template. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 14:06, 11 August 2026 (UTC) qqb1tpqr31iknsl8rycqrwppefo3ill 2 326765 2821480 2821130 2026-08-11T18:03:37Z Dc.samizdat 2856930 /* The 600-cell */ 2821480 wikitext text/x-wiki = Golden chords of the 120-cell = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - August 2026}} <blockquote>Steinbach discovered the formula for the ratios of diagonal to side in the regular polygons. Fontaine and Hurley extended this result, discovering a formula for the reciprocal of a regular polygon chord derived geometrically from the chord's star polygon. We observe that these findings in plane geometry apply more generally, to polytopes of any dimensionality. Fontaine and Hurley's geometric procedure for finding the reciprocals of the chords of a regular polygon from their star polygons also finds the rotational geodesics of any polytope of any dimensionality.</blockquote> == Introduction == Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the [[120-cell]], the largest four-dimensional regular convex polytope. == Visualizing the 120-cell == {| class="wikitable floatright" width="400" |style="vertical-align:top"|[[File:120-cell.gif|200px]]<br>Orthographic projection of the 600-point 120-cell ><math>\{5,3,3\}</math> performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]].{{Sfn|Hise|2011|loc=File:120-cell.gif|ps=; "Created by Jason Hise with Maya and Macromedia Fireworks. A 3D projection of a 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]]."}} In this simplified rendering only the 120-cell's own edges are shown; its 29 interior chords are not rendered. Therefore even though it is translucent, only its outer surface is visible. The complex interior parts of the 120-cell, all its inscribed 5-cells, 16-cells, 8-cells, 24-cells, 600-cells and its much larger inventory of polyhedra, are completely invisible in this view, as none of their edges are rendered at all. |style="vertical-align:top"|[[File:Ortho solid 016-uniform polychoron p33-t0.png|200px]]<br>Orthographic projection of the 600-point [[W:Great grand stellated 120-cell|great grand stellated 120-cell]] <math>\{\tfrac{5}{2},3,3\}</math>.{{Sfn|Ruen: Great grand stellated 120-cell|2007}} The 120-cell is its convex hull. The projection to the left renders only the 120-cell's shortest chord, its 1200 edges. The projection above also renders only one of the 120-cell's 30 chords, the edges of its 120 inscribed regular 5-cells. The 120-cell itself (the convex hull) is invisible in this view, as its edges are not rendered. |} [[120-cell#Geometry|The 120-cell is the maximally complex regular 4-polytope]], containing inscribed instances of every regular 1-, 2-, 3-, and 4-polytope, except the regular polygons of more than {15} sides. The 120-cell is the convex hull of a regular [[120-cell#Relationships among interior polytopes|compound of each of the 6 regular convex 4-polytopes]]. They are the [[5-cell|5-point (5-cell) 4-simplex]], the [[16-cell|8-point (16-cell) 4-orthoplex]], the [[W:Tesseract|16-point (8-cell) tesseract]], the [[24-cell|24-point (24-cell)]], the [[600-cell|120-point (600-cell)]], and the [[120-cell|600-point (120-cell)]]. The 120-cell is the convex hull of a compound of 120 disjoint regular 5-cells, of 75 disjoint 16-cells, of 25 disjoint 24-cells, and of 5 disjoint 600-cells. The 120-cell contains an even larger inventory of irregular polytopes, created by the intersection of multiple instances of these component regular 4-polytopes. Many are quite unexpected, because they do not occur as components of any regular polytope smaller than the 120-cell. As just one example among the [[120-cell#Concentric hulls|sections of the 120-cell]], there is an irregular 24-point polyhedron with 16 triangle faces and 4 nonagon {9} faces.{{Sfn|Moxness|}} Most renderings of the 120-cell, like the rotating projection here, only illustrate its outer surface, which is a honeycomb of face-bonded dodecahedral cells. Only the objects in its 3-dimensional surface are rendered, namely the 120 dodecahedra, their pentagon faces, and their edges. Although the 120-cell has chords of 30 distinct lengths, in this kind of simplified rendering only the 120-cell's own edges (its shortest chord) are shown. Its 29 interior chords, the edges of objects in the interior of the 120-cell, are not rendered, so interior objects are not visible at all. Visualizing the complete interior of the 600-vertex 120-cell in a single image is impractical because of its complexity. Only four 120-cell edges are incident at each vertex, but [[120-cell#Chords|600 chords (of all 30 lengths)]] are incident at ''each'' vertex. == Compounds in the 120-cell == The 8-point (16-cell), not the 5-point (5-cell) 4-simplex, is the smallest building block; it compounds to every larger regular 4-polytope. The 5-point (5-cell) does compound to the 600-point (120-cell), but it does not fit into any smaller regular 4-polytope. The 8-point (16-cell) compounds by 2 in the 16-point (8-cell), and by 3 in the 24-point (24-cell). The 16-point (8-cell) compounds in the 24-point (24-cell) by 3 non-disjoint instances of itself, with each of the 24 vertices shared by two 16-point (8-cells). The 24-point (24-cell) compounds by 5 disjoint instances of itself in the 120-point (600-cell), and the 120-point (600-cell) compounds by 5 disjoint instances of itself in the 600-point (120-cell). The 24-point (24-cell) also compounds by 5² non-disjoint instances of itself in the 120-point (600-cell); it compounds in 5 disjoint instances of itself, 10 (not 5) different ways. Whichever set of 5 disjoint 24-point (24-cells) are assembled, the resulting 120-point (600-cell) contains 25 distinct 24-point (24-cells), not just 5 (or 10). Consequently 15 disjoint 8-point (16-cells) will construct a 120-point (600-cell), which contains 75 distinct 8-point (16-cells). The 600-point (120-cell) is 5 disjoint 120-point (600-cells), just 2 different ways (not 5 or 10 ways), so it is 10 distinct 120-point (600-cells). Consequently the 8-point (16-cell) compounds by 3 times 5² (75) disjoint instances of itself in the 600-point (120-cell), which contains 3² times 5² (225) distinct instances of the 24-point (24-cell), and 3³ times 5² (675) distinct instances of the 8-point (16-cell). These facts were discovered painstakingly by various researchers, and no one has found a general rule governing subsumption relations among regular polytopes. The reasons for some of their numeric incidence relations are far from obvious. [[W:Pieter Hendrik Schoute|Schoute]] was the first to see that the 120-point (600-cell) is a compound of 5 24-point (24-cells) ''10 different ways'', and after he saw it a hundred years lapsed until Denney, Hooker, Johnson, Robinson, Butler & Claiborne proved his result, and showed why.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|loc=''The geometry of H4 polytopes''}} So much for the compounds of 16-cells. The 120-cell is also the convex hull of the compound of 120 disjoint regular 5-cells. That stellated compound (without its convex hull of 120-cell edges) is the [[w:Great_grand_stellated_120-cell|great grand stellated 120-cell]] illustrated above, the final regular [[W:Stellation|stellation]] of the 120-cell, and the only [[W:Schläfli-Hess polychoron|regular star 4-polytope]] to have the 120-cell for its convex hull. The edges of the great grand stellated 120-cell are <math>\phi^6</math> as long as those of its 120-cell [[W:List of polyhedral stellations#Stellation process|stellation core]] deep inside. The compound of 120 disjoint 5-point (5-cells) can be seen to be equivalent to the compound of 5 disjoint 120-point (600-cells), as follows. Beginning with a single 120-point (600-cell), expand each vertex into a regular 5-cell, by adding 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point (600-cells): a 120-cell. == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 distinct [[120-cell#Geodesic rectangles|chord lengths of the unit-radius 120-cell]], the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<math>\psi = (3\sqrt{5} - 1)/2</math> |<math>2.854102</math> |- |colspan=2|<math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math> |<math>2.854102</math> |} == The 16-cell 4-orthoplex == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point [[16-cell]]. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.848,r_3=\sqrt{2}+1 \approx 2.414,r_4=\sqrt{4 + \sqrt{8}} \approx 2.613</math> The chord ratio <math>r_3=\sqrt{2}+1</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.414</math> Note that <math>r_3-2=1/r_3=\sqrt{2}-1</math>. Their procedure rotates counterclockwise over three <math>r_3</math> chords of an {8/3} octagram. Over the first <math>r_3</math> chord the displacement is <math>\sqrt{2}+1</math>. Over the second <math>r_3</math> chord it moves in the opposite direction a distance of <math>-1</math> . Over the third <math>r_3</math> chord it also moves a distance of <math>-1</math>. Fontaine and Hurley also demonstrated the significance of <math>1/r_i</math> in Steinbach's Diagonal Product Formula, which says that every chord length is the sum of certain smaller chord lengths. The smaller chords are certain diagonals of the same regular polygon of a smaller edge length, specifically edge length <math>1/r_i</math> rather than <math>1</math>. If we embed the planar octagon in 3-space, we can make it skew, repositioning its vertices so that each is one unit-edge length distant from three others instead of two others, at the vertices of a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can skew it some more, repositioning its vertices so that each is one unit-edge length distant from six others instead of three others, at the vertices of a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <math>1/\sqrt{2}</math>. [[File:octagon16cell.png|thumb|Orthogonal projection of a regular 16-cell to the [[16-cell#Projections|B₄ Coxeter plane]]. Only its edges are shown; its long diameter chords are not drawn. All 24 edges are the same length and none lie parallel to the projection plane. The octagon circumference is a Petrie polygon. The two disjoint squares lie in completely orthogonal central planes. The blue octagram is a Clifford polygon. ]] The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <math>\{3,3,4\}</math>. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]], and each of its four orthogonal central hyperplanes is an octahedron. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a skew regular octagon, its [[W:Petrie polygon|Petrie polygon]].{{Efn|name=Petrie polygon of a honeycomb}} The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell is a construct of 3 Petrie octagons which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-[[w:Cross-polytope|orthoplex]], the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular convex 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <math>\sqrt{2}</math> edges except opposite pairs. The vertex coordinates of the 16-cell form 6 central squares lying in 6 pairwise [[W:Orthogonal|orthogonal]] coordinate planes. Great squares in opposite planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} Since the unit-radius coordinate system is convenient, let us derive the unit-radius 16-cell by skewing a unit-radius planar octagon, which has chords of length: :<math>r_1=\sqrt{2-\sqrt{2}} \approx 0.765,r_2=\sqrt{2},r_3=\sqrt{2+\sqrt{2}} \approx 1.848,r_4=2</math> We will need a planar octagon with rigid <math>r_2</math> chords, rather than one with rigid <math>r_1</math> edges. The octagon's <math>r_2</math> chords form two disjoint great squares, visible in the orthogonal projection, which we can reposition in 3-space to form a cube by making them parallel, and in 4-space to form a 16-cell by making them completely orthogonal. Each chord is a distinct 4-vector with a length and a direction. Since the edges of the 16-cell are all the same length <math>r_1=\sqrt{2},r_2=\sqrt{2},r_3=\sqrt{2}</math>, those chords are distinct only in the context of a rotation, where vertices circle over the chords of an <math>r_i</math> polygon. The rotational curve over each <math>r_i</math> chord makes <math>i</math> 45° turns. The angle between two <math>r_i</math> chords is <math>180^\circ - i \times 45^\circ</math>. [[File:16-cell-orig.gif|thumb|Orthographic projection of the 8-point 16-cell <math>\{3,3,4\}</math> performing a double rotation.{{Sfn|Hise|2007}}]] [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a [[W:SO(4)#Double rotations|double rotation]] in pairs of completely orthogonal planes. Two completely orthogonal planes are called invariant planes of the rotation when all points in the plane rotate on circles that remain in the plane, even as the whole plane tilts sideways (like a coin flipping) into another plane. The two completely orthogonal rotations of each plane (like a wheel, and like a coin flipping) are simultaneous but independent, in that they are not geometrically constrained to turn at the same rate. However, the most circular kind of rotation (as opposed to an elliptical double rotation of a rigid spherical object) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called [[w:SO(4)#Isoclinic_rotations|isoclinic]], also [[w:William_Kingdon_Clifford|Clifford]] displacements. The <math>r_1</math> chords of the 16-cell form a Petrie polygon {8/1} which zig-zags back and forth, in the left and right rotational directions, between two completely orthogonal great squares formed by <math>r_2</math> chords. The <math>r_2</math> chords of the 16-cell form an ''edge polygon'' {8/2}=2{4}. The two completely orthogonal great squares lie parallel ''and'' perpendicular to each other. A ''simple'' rotation of the 16-cell in ''one'' of those two square central planes rotates that square like a wheel, while the other square does not move.{{Efn|name=simple rotations}} The four vertices of the rotating square orbit on a great circle in the plane. The <math>r_3</math> chords of the 16-cell form a circular helix, visible as a blue {8/3} octagram in the orthogonal projection. A ''double'' rotation of the 16-cell, in both of two completely orthogonal invariant <math>r_2</math> square planes at once by equal angles, moves the eight vertices along the circular helix over <math>r_3</math> chords. The vertex motion is a [[w:Geodesic|geodesic]] circle orbit on the 3-sphere of a special kind: it does not lie in a central plane, its [[w:Winding_number|winding number]] is not 1 (it is 3 in this case), its circumference is not <math>2\pi</math> (it is <math>6\pi</math> in this case), and it moves in either a left or right handed circular spiral. We shall refer to such a chiral circle orbit as an ''isocline'', and to the skew polygram of its rotational chords as a ''Clifford polygon''. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because its characteristic rotations feature a single pair of invariant rotation planes. In the 16-cell an isoclinic rotation by 90° in any pair of invariant completely orthogonal square central planes takes every great square to its completely orthogonal great square in a twisting displacement, as the invariant planes tilt sideways 90° into each other's plane while rotating 90° internally. All the vertices move at once along the same circular helix geodesic isocline of <math>r_3</math> chords, displaced 90° in 8 orthogonal directions, and the rigid 16-cell assumes a new orientation in 4-space. When the 90° isoclinic rotation is continued in the same rotational direction through an additional 90°, each vertex is again displaced 90°, but from the new orientation in a direction orthogonal to its first 90° displacement. The rotational curve over each 90° <math>r_3</math> chord makes three 45° turns. In 360° of isoclinic rotation over four <math>r_3</math> chords, each vertex makes twelve 45° turns and reaches its antipodal position. The trajectory of each vertex over each 90° isoclinic rotational displacement is a one-eighth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space of circumference <math>6\pi</math> over eight <math>r_3</math> chords, and also traces an ordinary great circle in the plane twice, over the four <math>r_2</math> edges of a great square in one of the two moving invariant rotation planes. In the course of a 720° isoclinic revolution each vertex departs from all 8 vertex positions just once and returns to its original position, and the 16-cell returns to its original orientation. We shall refer to this isoclinic rotation as the ''great square rotation characteristic of the 16-cell'', and note once again that it is Fontaine and Hurley's counterclockwise rotation over the <math>r_3</math> {8/3} star polygon, which constructs <math>1/r_3</math>. == The 8-cell tesseract == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <math>n</math> is <math>\sqrt{n}</math>, so the unit-edge [[w:Tesseract|4-hypercube, the 16-point (8-cell) tesseract,]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, a hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. The [[w:Cuboctahedron|cuboctahedron]] and the 24-cell are also radially equilateral. [[File:8-cell.gif|thumb|Orthographic projection of the 16-point (8-cell) tesseract <math>\{4,3,3\}</math> performing a simple rotation about a plane in 4-space.{{Sfn|Hise|2007}} The stationary plane bisects the figure from front-left to back-right and top to bottom.]] The [[W:Tesseract|tesseract]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] <math>\{4,3,3\}</math>. It has 16 vertices, 32 edges, 24 square faces, and 8 cube cells. It is the four-dimensional analogue of the cube. The 16-point tesseract is the convex hull of a compound of two 8-point 16-cells, in exact dimensional analogy to the way the 8-point cube is the convex hull of a [[W:Stellated octahedron|compound of two 4-point regular tetrahedrons]]. The [[W:Demihypercube|demihypercubes]] occupy alternate vertices of the hypercubes. The diagonals of the square faces of the unit-edge, unit-radius tesseract are the <math>\sqrt{2}</math> edges of two unit-radius 16-cells, also the edges of the square central planes. We can rotate the tesseract isoclinically the way we rotated the 16-cell, by 90° in the great square rotation characteristic of the 16-cell, with parallel effect on both alternate-position 16-cells. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cell. The two skew {8/3} octagram Clifford polygons lie on two disjoint parallel isoclines of the same chirality, of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords. They form a circular double helix which intersects each vertex of the tesseract once. The double helix is an 8-rung ladder twisted around 3 times, and bent into a circle in the fourth dimension with its ends joined. Each rung is a <math>\sqrt{3}</math> chord. The tesseract is the [[W:Dual polytope|dual polytope]] of the 16-cell. They have the same Petrie polygon, the regular skew octagon, but the tesseract is a construct of 4 Petrie octagons with disjoint sets of 8 tesseract edges each. We can construct the tesseract by skewing two planar octagons. Because the tesseract is radially equilateral (unlike the 16-cell), we use two octagons of unit-edge length to build the unit-radius tesseract. To start we embed the planar octagons in 4-space at the same point and make them completely orthogonal. Then we skew each planar octagon into a cube, so we have a compound of two completely orthogonal cubes, provided we skewed them both in the same direction. The 16 vertices will be the vertices of a tesseract with half its 32 edges missing. Because the tesseract contains two 16-cells in alternate positions it has two sets of 6 orthogonal square central planes. Two angles are required to specify the relationship between two planes in 4-space. Pairs of square central planes within each 16-cell are 90° apart in one angle, and either 0° or 90° apart in the other angle. They are 90° apart in both angles if and only if they are completely orthogonal planes, 90° apart by isoclinic rotation, with no vertices in common and their corresponding pairs of vertices 180° apart. Otherwise they are 0° apart in one of the angles, 90° apart by simple rotation, and they intersect in one axis and lie in a common 3-dimensional hyperplane.{{Efn|A double rotation in which one of the two angles of rotation is 0°, so that one of the completely orthogonal invariant planes does not rotate, is called a simple rotation. Ordinary rotations observed in a 3-dimensional space are simple rotations.|name=simple rotations}} A pair of square central planes from alternate-position 16-cells are 60° apart by isoclinic rotation, with their corresponding pairs of vertices 120° apart. The planes are not orthogonal or parallel, so they intersect in a line somewhere, but they have no vertices in common, they have no 3-dimensional hyperplane in common, and they cannot reach each other by simple rotation. Such pairs of objects are called [[W:Clifford parallel|Clifford parallel]] because all their corresponding pairs of vertices are the same distance apart, although they are not parallel in the usual sense, because they have a common center. Not only the alternate-position 16-cells' corresponding square central planes, but also the 16-cells themselves, are Clifford parallel objects. More generally, multiple disjoint instances of a 4-polytope which compound to make a larger 4-polytope are Clifford parallel objects. == The 24-cell == [[File:24-cell vertex geometry.png|thumb|Planar geometry of the radially equilateral 24-cell, showing its 3 great circle polygons and its 4 chord lengths.]] In 2-space we have the radially equilateral 6-point hexagon. In 3-space we have the radially equilateral 12-point cuboctahedron, with 4 hexagon central planes. In 4-space we have the radially equilateral 24-point 24-cell, with 12 cuboctahedron central hyperplanes and 16 hexagon central planes. The [[24-cell]] is the regular convex 4-polytope with Schläfli symbol <math>\{3,4,3\}</math>. It has 24 vertices, 96 edges, 96 equilateral triangle faces, and 24 octahedron cells. It is the four-dimensional analogue of the cuboctahedron. The 24-cell has the same chord set as the 4-hypercube tesseract: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> [[Image:24-cell.gif|thumb|Orthographic projection of the 24-point 24-cell <math>\{3,4,3\}</math> performing a simple rotation.{{Sfn|Hise|2007}} The 3-dimensional surface made of 24 octahedra is visible.]] The 24-cell is [[W:Dual polytope|self-dual]], like the regular polygons and regular simplexes. It is the maximal regular construct of triangles and squares (with no pentagons). It is the convex hull of a compound of three completely disjoint 8-point 16-cells, rotated 60° isoclinically with respect to each other. Each of the three pairs of 16-cells is a tesseract. Each 24-cell edge is also a tesseract edge. The corresponding vertices of two 16-cells or two tesseracts are 120° apart by a <math>\sqrt{3}</math> chord. Each tesseract has 8 cube cells, and each cube has four <math>\sqrt{3}</math> long diameters. The <math>\sqrt{3}</math> chords joining the corresponding vertices of two tesseracts belong to the third tesseract as cell long diameters. The 24-cell's Petrie polygon is the regular dodecagon {12}. The unit-radius planar {12}-gon has chords of length: :<math>r_1=\tfrac{\sqrt{3}-1}{\sqrt{2}} \approx 0.518,r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\tfrac{\sqrt{3}+1}{\sqrt{2}} \approx 1.932,r_6=\sqrt{4}</math> Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_5-r_3+r_1+r_1-r_3=1/r_5</math> when <math>r_1=1</math>. In the system of unit-radius coordinates <math>r_1=1/r_5</math>. The procedure rotates counterclockwise over five <math>r_5</math> chords of a {12/5} dodecagram. The <math>r_1</math> and <math>r_5</math> chords of the planar dodecagon do not occur in the 24-cell, which is a construct of eight skew dodecagons with disjoint sets of twelve <math>\sqrt{1}</math> edges each. In the skew dodecagons the chord lengths are: :<math>r_1=\sqrt{1},r_2=\sqrt{1},r_3=\sqrt{2},r_4=\sqrt{3},r_5=\sqrt{3},r_6=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. The <math>r_1=\sqrt{1}</math> chords form 8 Petrie dodecagons which zig-zag back and forth, in the left and right rotational directions, between two Clifford parallel great hexagons formed by <math>r_2</math> chords. The 8 Petrie dodecagons can be divided four ways into 2 disjoint Petrie dodecagons {24/2}=2{12}. The <math>r_2=\sqrt{1}</math> chords form 16 great hexagons, which can be divided four ways into 4 Clifford parallel great hexagons {24/4}=4{6}. The <math>r_3=\sqrt{2}</math> chords form 18 great squares, which can be divided three ways into 6 Clifford parallel great squares {24/6}=6{4}, including one pair of completely orthogonal great squares from each of the three 16-cells. The <math>r_4=\sqrt{3}</math> chords form 32 great triangles, which can be divided four ways into 8 disjoint great triangles {24/8}=8{3} inscribed in 4 Clifford parallel great hexagons. The <math>r_5=\sqrt{3}</math> chords form 8 circular helix Clifford polygons, visible as a green {12/5} dodecagram in the orthogonal projection. An isoclinic rotation of the 24-cell in 4 invariant <math>r_2</math> hexagon planes moves the vertices along 2 Clifford parallel circular isoclines {24/2}=2{12/5} over <math>r_5</math> chords. [[File:dodecagon24cell.png|thumb|Orthogonal projection of half a 24-cell to the [[24-cell#Geodesics|F₄ Coxeter plane]]. Only one Petrie dodecagon {12} of the 24-cell is shown. In a unit-radius 24-cell, all black lines are 24-cell edges of unit length, also tesseract edges. The two disjoint hexagons lie in Clifford parallel central planes. Blue chords are <math>\sqrt{2}</math> 16-cell edges of Clifford parallel great squares, also isocline chords in great square rotations. Green chords are <math>\sqrt{3}</math> distances between corresponding vertices of two 16-cells, also isocline chords in great hexagon rotations. The green {12/5} dodecagram is a Clifford polygon.]] [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} shows three octagram isoclines of <math>\sqrt{2}</math> chords in the 24-cell]] We can rotate the 24-cell isoclinically in 6 Clifford parallel invariant great square planes containing 16-cell edges, in the great square rotation characteristic of the 16-cell, with parallel effect on all three 16-cells. In 720° each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, but it does not visit the vertex positions of the other 16-cells. The rotational curve over each 90° <math>\sqrt{2}</math> chord makes three 45° turns. Three Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> over <math>\sqrt{2}</math> chords form a circular triple helix {24/9}=3{8/3} that intersects each 24-cell vertex once. The triple helix is an 8-step circular staircase that twists around 3 times, and is bent into a torus in the fourth dimension. Each staircase step is a great triangle of <math>\sqrt{3}</math> chords. [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} shows 2 dodecagram isoclines of <math>\sqrt{3}</math> chords in the 24-cell]]We can rotate the 24-cell isoclinically in 4 Clifford parallel invariant great hexagon planes containing 24-cell edges, over <math>r_{5}</math> isocline chords. This is the ''great hexagon rotation characteristic of the 24-cell'', also Fontaine and Hurley's counterclockwise rotation over the <math>r_5</math> {12/5} star polygon, which constructs <math>1/r_5</math>. A 24-cell great hexagon invariant plane revolution requires 720° like a 16-cell great square invariant plane revolution, but it is completed in 12 isoclinic displacements of 60° each rather than 8 isoclinic displacements of 90° each. An isoclinic rotation by 60° in a great hexagon invariant plane takes every great hexagon to a Clifford parallel great hexagon in a twisting displacement, as 4 great hexagon invariant planes tilt sideways 60° while rotating 60° internally. It also takes every great square to a Clifford parallel great square. All 24 vertices move at once on two Clifford parallel geodesic isoclines, displaced 120° in different directions. The trajectory of each vertex over each 60° rotational displacement is a one-twelfth segment of its geodesic orbit. Its entire orbit traces an isocline circle in 4-space over 12 <math>r_5</math> <math>\sqrt{3}</math> chords, and also traces an ordinary great circle in the plane 5 times in a moving invariant rotation plane. The rotational curve over each <math>r_5</math> 120° chord makes five 30° turns. Two Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> form a circular double helix {24/10}=2{12/5} that intersects each 24-cell vertex once. In the course of a 720° revolution each vertex departs from 12 vertex positions just once and returns to its original position, and the 24-cell returns to its original orientation. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="7" |6 distinct 180° chord pairs make 6 distinct isoclinic rotations |- ! colspan="3" |Short chords !Invariant planes ! colspan="3" |Long chords |- style="background: gainsboro;" | | rowspan="4" |<math>t_1</math> |60° | rowspan="4" |[[File:Regular_polygon_24.svg|100px]]<br>{24/1}={24} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_24-11.svg|100px]]<br>{24/11} |120° | rowspan="4" |<math>t_{11}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |165° |15° |- style="background: palegreen;" | | rowspan="4" |<math>t_2</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(12,1).svg|100px]]<br>{24/2}=2{12} | rowspan="4" |[[File:Regular_star_figure_4(6,1).svg|100px]]<br>{24/4}=4{6} | rowspan="4" |[[File:Regular_star_figure_2(12,5).svg|100px]]<br>{24/10}=2{12/5} |120° | rowspan="4" |<math>t_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |150° |30° |- style="background: seashell;" | | rowspan="4" |<math>t_3</math> |90° | rowspan="4" |[[File:Regular_star_figure_3(8,1).svg|100px]]<br>{24/3}=3{8} | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} | rowspan="4" |[[File:Regular_star_figure_3(8,3).svg|100px]]<br>{24/9}=3{8/3} |90° | rowspan="4" |<math>t_{9}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |135° |45° |- style="background: palegreen;" | | rowspan="4" |<math>t_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_4(6,1).svg|100px]]<br>{24/4}=4{6} | rowspan="4" |[[File:Regular_star_figure_12(2,1).svg|100px]]<br>{24/12}=12{2} | rowspan="4" |[[File:Regular_star_figure_8(3,1).svg|100px]]<br>{24/8}=8{3} |120° | rowspan="4" |<math>t_{8}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |120° |60° |- style="background: gainsboro;" | | rowspan="4" |<math>t_5</math> |60° | rowspan="4" |[[File:Regular_star_polygon_24-5.svg|100px]]<br>{24/5} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_24-7.svg|100px]]<br>{24/7} |120° | rowspan="4" |<math>t_{7}</math> |- style="background: gainsboro;" | |{{radic|1}} |{{radic|3}} |- style="background: gainsboro;" | |1 |1.732~ |- style="background: gainsboro;" | |105° |75° |- style="background: seashell;" | | rowspan="4" |<math>t_6</math> |90° | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} | rowspan="4" |[[File:Regular_star_figure_6(4,1).svg|100px]]<br>{24/6}=6{4} |90° | rowspan="4" |<math>t_{6}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |90° |90° |} By examining the chords <math>r_i</math> of the 24-cell's Petrie {12}-gon we have found two distinct isoclinic rotations, the great square rotation characteristic of the 16-cell and the great hexagon rotation characteristic of the 24-cell. If we examine the chords <math>t_i</math> of the 24-cell's {24}-gon we find these, and also four other distinct isoclinic rotations. Each row of the table describes a distinct isoclinic rotation of the 24-cell characterized by a pair of chords whose arc-lengths sum to 180°. Each chord lies in a central plane which is either a great square or a great hexagon. Each short chord plane is completely orthogonal to a corresponding long chord plane. These central planes are not to be confused with the invariant planes of the rotation, which intersect 0, 2, 4, or 6 vertices of the 24-cell as illustrated in the center column of each row. The short chord and long chord each have their characteristic {24/''n''}-gon, which correspond as projections of the 24-cell to completely orthogonal planes. Their projection viewpoints look straight down orthogonal cylinders in <math>\mathbb{S}^3</math> which are [[w:SO(4)#Visualization_of_4D_rotations|bent into tori]] in <math>\mathbb{R}^4</math>. Each {24/''n''}-gon forms either a compound of ''n'' disjoint Clifford parallel regular polygons, or a single regular {24/n} star polygon. Polygons with {2}, {3}, {4} or {6} sides lie in a central plane, and all others lie skew in 4-space. The rotational angle between successive short chords in 4-space and the rotational angle between successive long chords in 4-space sum to 180°. Those angles distinguish distinct chords <math>t_i</math> which are the same length. Each isoclinic rotation takes two chiral forms. There is a ''right rotation'' and a ''left rotation'' for each row of the table. A pair of right and left rotations are enantiomorphous reflections of each other, like a pair of clasped hands. The rotation takes Clifford parallel short chord polygons to each other, while the long chord polygons remain stationary in 4-space as vertices circle over them. The right and left rotations have non-congruent vertex position sequences: they take the short chord polygons through different sequences of short chord polygons. {{Clear}} == The 600-cell == [[Image:600-cell.gif|thumb|Orthographic projection of the 120-point 600-cell <math>\{3,3,5\}</math> performing a simple rotation.{{Sfn|Hise|2011}} The 3-dimensional surface made of 600 tetrahedra is visible. Invisible in this rendering are 25 inscribed instances of the [[#The 24-cell|24-cell (see illustration above)]], which occur in the 600-cell as interior boundary envelopes.]] The [[600-cell]] is the regular convex 4-polytope with Schläfli symbol <math>\{3,3,5\}</math>. It has 120 vertices, 720 edges, 1200 equilateral triangle faces, and 600 tetrahedron cells. It is the four-dimensional analogue of the icosahedron. The 600-cell rounds out the 24-cell by adding 96 more vertices (four more disjoint 24-cells) between the 24-cell's existing 24 vertices, in effect adding twenty-four more distinct 24-cells inscribed in the 600-cell. The new surface thus formed is a honeycomb of smaller, more numerous cells: tetrahedra of edge length <math>\phi^{-1} \approx 0.618</math> instead of octahedra of edge length <math>\sqrt{1}</math>. It encloses the <math>\sqrt{1}</math> edges of the 24-cells, which become invisible interior chords in the 600-cell, like the <math>\sqrt{2}</math> and <math>\sqrt{3}</math> chords. Since the tetrahedra are made of shorter triangle edges than the octahedra (by a factor of <math>\phi^{-1}</math> the inverse golden ratio), the 600-cell is not radially equilateral like the 24-cell and the tesseract. Like them it is radially triangular in a special way, but one in which [[w:Golden_triangle_(mathematics)|golden triangles]] rather than equilateral triangles meet at the center. In 2-space we have the ''radially golden'' [[W:Decagon#The golden ratio in decagon|regular decagon]]. In 3-space we have the radially golden 30-point [[W:icosidodecahedron|icosidodecahedron]], with 6 decagon central planes. In 4-space we have the radially golden 120-point 600-cell, with 60 icosidodecahedron central hyperplanes and 72 decagon central planes. The 600-cell's Petrie polygon is the regular [[w:Triacontagon|triacontagon {30}]]. The unit-radius planar {30}-gon has chords of length: :<math>r_1=2 \times \sin(\tfrac{\pi}{15}/2) \approx 0.209</math> :<math>r_2=2 \times \sin (\tfrac{2\pi}{15}/2) \approx 0.416</math> :<math>r_3=2 \times \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \times \sin (\tfrac{4\pi}{15}/2) \approx 0.813</math> :<math>r_5=2 \times \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \times \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \times \sin (\tfrac{7\pi}{15}/2) \approx 1.338</math> :<math>r_8=2 \times \cos (\tfrac{7\pi}{15}/2) \approx 1.486</math> :<math>r_9=2 \times \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \times \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \times \cos (\tfrac{4\pi}{15}/2) \approx 1.827</math> :<math>r_{12}=2 \times \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \times \cos (\tfrac{2\pi}{15}/2) \approx 1.956</math> :<math>r_{14}=2 \times \cos (\tfrac{\pi}{15}/2) \approx 1.989</math> :<math>r_{15}=2 \times \sin (\pi/2)=\sqrt{4}</math> Only the chord lengths <math>r_3</math>, <math>r_5</math>, <math>r_6</math>, <math>\sqrt{2}</math>, <math>r_9</math>, <math>r_{10}</math>, <math>r_{12}</math>, <math>r_{15}</math> occur in the 600-cell, which is a construct of 24 Petrie {30}-gons of edge length <math>r_3</math>, six of which intersect in each icosahedral vertex figure. In the skew {30}-gons the chord lengths are: [[File:600-cell vertex geometry.png|thumb|Planar geometry of the 600-cell, showing its 5 regular great circle polygons and its 8 chord lengths with angles of arc. The golden ratio governs the fractional roots of every other chord, and the radial golden triangles which meet at the center.|400x400px]] :<math>r_1=2 \times \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_2=2 \times \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_3=2 \times \sin (\tfrac{\pi}{5}/2)=\phi^{-1} \approx 0.618</math> :<math>r_4=2 \times \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_5=2 \times \sin (\tfrac{\pi}{3}/2)=\sqrt{1}</math> :<math>r_6=2 \times \sin (\tfrac{2\pi}{5}/2)=\sqrt{3-\phi} \approx 1.176</math> :<math>r_7=2 \times \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_8=2 \times \sin (\tfrac{\pi}{2}/2)=\sqrt{2}</math> :<math>r_9=2 \times \sin (\tfrac{3\pi}{5}/2)=\phi \approx 1.618</math> :<math>r_{10}=2 \times \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{11}=2 \times \sin (\tfrac{2\pi}{3}/2)=\sqrt{3}</math> :<math>r_{12}=2 \times \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{13}=2 \times \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{14}=2 \times \sin (\tfrac{4\pi}{5}/2)=\sqrt{2+\phi} \approx 1.902</math> :<math>r_{15}=2 \times \sin (\pi/2)=\sqrt{4}</math> Where chords are the same length, they are distinct only in the context of a rotation. {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="7" |15 chords (4 distinct 180° pairs) make 4 distinct section polyhedra |- ! colspan="3" |Short chords ! Section ! colspan="3" |Long chords |- style="background: palegreen;" | | rowspan="4" |<math>r_0</math> |0° | rowspan="4" | | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="4" |<math>r_{15}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | |180° |0° |- style="background: palegreen;" | | rowspan="4" |<math>r_1</math> |36° | rowspan="4" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14}=2{15/7} |144° | rowspan="4" |<math>r_{14}</math> |- style="background: palegreen;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: palegreen;" | |0.618~ |1.902~ |- style="background: palegreen;" | |168° |12° |- style="background: gainsboro;" | | rowspan="4" |<math>r_2</math> |36° | rowspan="4" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |144° | rowspan="4" |<math>r_{13}</math> |- style="background: gainsboro;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: gainsboro;" | |0.618~ |1.902~ |- style="background: gainsboro;" | |156° |24° |- style="background: yellow;" | | rowspan="4" |<math>r_3</math> |36° | rowspan="4" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="4" |[[File:V1 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="4" |<math>r_{12}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: yellow;" | |144° |36° |- style="background: palegreen;" | | rowspan="4" |<math>r_4</math> |60° | rowspan="4" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |120° | rowspan="4" |<math>r_{11}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |132° |48° |- style="background: palegreen;" | | rowspan="4" |<math>r_5</math> |60° | rowspan="4" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="4" |[[File:V2 dodecahedron.png|100px]]<br>Dodecahedron | rowspan="4" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="4" |<math>r_{10}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |120° |60° |- style="background: yellow;" | | rowspan="4" |<math>r_{6}</math> |72° | rowspan="4" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="4" |[[File:V3 icosahedron.png|100px]]<br>Icosahedron | rowspan="4" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="4" |<math>r_{9}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: yellow;" | |108° |72° |- style="background: seashell;" | | rowspan="4" |<math>r_{7}</math> |90° | rowspan="4" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="4" |[[File:V4 icosidodecahedron.png|100px]]<br>Icosidodecahedron | rowspan="4" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |90° | rowspan="4" |<math>r_{8}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |96° |84° |} The list of 600-cell chords <math>r_{i}</math> can be rearranged into a table of 8 rows with a pair of 180° complements in each row. The short chord and long chord each have their characteristic {30/n}-gon. Each row identifies a distinct isoclinic rotation of the 600-cell, which occurs in right and left chiral forms. In both forms the long chord is the isocline chord of the stationary Clifford polygon over which vertices circle in 4-space. Each distinct pair of complementary chord lengths is also identified with a distinct [[w:600-cell#Polyhedral sections|polyhedral section of the 600-cell]] beginning with a vertex. In spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]], every vertex is the center of a set of 7 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>\phi^{-1}</math> is a icosahedron vertex figure, and the largest section at radial distance <math>\sqrt{2}</math> is an [[W:Icosidodecahedron|icosidodecahedron]] central section bisecting the 600-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>\sqrt{2}</math> the successive complement-radius polyhedra decrease in size, to the antipodal icosahedron vertex figure at distance <math>\sqrt{2+\phi}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 7 [[w:Hyperpyramid|polyhedral pyramids]] where the lateral edge length is the chordal distance to the base polyhedron section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). [[File:Regular_star_figure_3(8,3).svg|thumb|left|150px|{24/9}=3{8/3} <math>\sqrt{2}</math>]] We can rotate the 600-cell isoclinically in the great square rotation characteristic of the 16-cell, with parallel effect on 15 disjoint 16-cells. Each 90° displacement takes 15 pairs of completely orthogonal invariant great square planes to each other. In the course of a 720° revolution each vertex departs from all 8 vertex positions of its 16-cell just once and returns to its original position, without visiting other vertex positions. The rotational curve over each 90° chord makes three 45° turns. Fifteen Clifford parallel {8/3} octagram geodesic isoclines of circumference <math>6\pi</math> form a circular fibration of 15 twisted parallel strands 5{24/9}=15{8/3} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great square planes, which has period 30 and visits every vertex of a 600-cell Petrie polygon. This ''great square rotation characteristic of the 600-cell'' takes place over <math>r_7</math> edge chords and <math>r_8</math> isocline chords. The {30/7} edge polygon is a skew helix of circumference <math>14\pi</math> with each <math>r_7</math> edge belonging to a distinct great square. The four {30/7} polygrams contribute one edge each to 30 great squares. Each 90° displacement takes every 16-cell to another 16-cell. The vertices of the invariant great squares each make seven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 90° {30/7} edge makes seven 12° turns. Four Clifford parallel {30/7} geodesics of circumference <math>14\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. The {30/8}=2{15/4} Clifford polygon is a compound of two skew {15/4} pentadecagrams of circumference <math>16\pi</math> with each <math>r_8</math> isocline chord belonging to a distinct 16-cell. The four {30/8} polygrams contribute one edge each to 30 great squares. The rotational curve over each 90° {30/8} isocline chord makes eight 12° turns. Four Clifford parallel {30/8} geodesics of circumference <math>16\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} [[File:Regular star figure 2(12,5).svg|thumb|left|150px|{24/10}=2{12/5} <math>\sqrt{3}</math>]] We can rotate the 600-cell isoclinically in the great hexagon rotation characteristic of the 24-cell, over <math>\sqrt{1}</math> edge chords and <math>\sqrt{3}</math> isocline chords, with parallel effect on 5 disjoint 24-cells. In the course of a 720° revolution each vertex departs from 12 vertex positions of its 24-cell just once and returns to its original position, without visiting other vertex positions. Ten Clifford parallel {12/5} dodecagram geodesic isoclines of circumference <math>10\pi</math> form a circular fibration of ten twisted parallel strands 5{24/10}=10{12/5} that intersects each 600-cell vertex once. The 600-cell has another distinct isoclinic rotation in invariant great hexagon planes, over <math>r_{4}=\sqrt{1}</math> edge chords and <math>r_{11}=\sqrt{3}</math> isocline chords This ''great hexagon rotation characteristic of the 600-cell'' has 4 parallel orbits of period 30. The {30/11} Clifford polygon is a skew helix where each <math>r_{11}</math> isocline chord is the <math>\sqrt{3}</math> diagonal of a great hexagon of a 24-cell. The vertices in the invariant planes of this rotation each make eleven orbits on a great circle within the moving invariant plane in the course of one complete revolution. The rotational curve over each 120° <math>r_{11}</math> isocline chord makes eleven 12° turns. Four Clifford parallel {30/11} geodesic isoclines of circumference <math>22\pi</math> over <math>r_{11}</math> chords form a circular quadruple helix that intersects each 600-cell vertex once. We can rotate the 600-cell isoclinically in 12 Clifford parallel invariant decagon central planes containing its 36° <math>r_{3}</math> edges, over 144° <math>r_{12}</math> isocline chords. This ''great pentagon rotation characteristic of the 600-cell'' has period 5 and takes disjoint 24-cells to each other. The rotational curve over each <math>r_{12}</math> chord of its {5/2} Clifford polygon makes twelve 12° turns. 24 Clifford parallel {5/2} pentagram geodesic isoclines of circumference <math>4\pi</math> over five <math>r_{12}</math> chords form a circular fibration of 24 twisted parallel strands 4{30/12}=24{5/2} that intersects each 600-cell vertex once. The rotation of the 600-cell by 36° in any invariant decagon central plane takes every great decagon to a Clifford parallel great decagon in a twisting displacement, as all the central planes tilt sideways 36° while rotating 36° internally. It also takes every great hexagon to a Clifford parallel great hexagon, and every great square to a Clifford parallel great square. The 24-cells revolve within the 600-cell, as the 16-cells revolve within the 24-cells. All 120 vertices move at once on four Clifford parallel geodesic isoclines, displaced 144° in different directions. The 600-cell has another distinct isoclinic rotation in invariant great decagon planes containing its 36° <math>r_{2}</math> edges, over 144° <math>r_{13}</math> isocline chords. This rotation has 4 parallel orbits of period 30. The rotational curve over each 144° <math>r_{13}</math> isocline chord makes thirteen 12° turns. Four Clifford parallel {30/13} geodesic isoclines of circumference <math>26\pi</math> form a circular quadruple helix that intersects each 600-cell vertex once. {{Clear}} == Finally the 120-cell == {| class="wikitable floatright" style="white-space:nowrap;text-align:center" ! colspan="7" |30 chords (15 180° pairs) make 15 distinct section polyhedra |- ! colspan="3" |Short chords ! Section ! colspan="3" |Long chords |- style="background: palegreen;" | | rowspan="4" |<math>c_0</math> |0° | rowspan="4" | | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_15(2,1).svg|100px]]<br>{30/15}=15{2} |180° | rowspan="4" |<math>c_{30}</math> |- style="background: palegreen;" | |{{radic|0}} |{{radic|4}} |- style="background: palegreen;" | |0 |2 |- style="background: palegreen;" | |180° |0° |- style="background: palegreen;" | | rowspan="4" |<math>c_1</math> |15.5~° | rowspan="4" |[[File:Regular_polygon_30.svg|100px]]<br>{30/1} | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_2(15,7).svg|100px]]<br>{30/14} |164.5~° | rowspan="4" |<math>c_{29}</math> |- style="background: palegreen;" | |{{radic|0.073~}} |{{radic|3.927~}} |- style="background: palegreen;" | |0.270~ |1.982~ |- style="background: palegreen;" | |168° |12° |- style="background: gainsboro;" | | rowspan="4" |<math>c_2</math> |25.2~° | rowspan="4" |[[File:Regular_star_figure_2(15,1).svg|100px]]<br>{30/2}=2{15} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-13.svg|100px]]<br>{30/13} |154.8~° | rowspan="4" |<math>c_{28}</math> |- style="background: gainsboro;" | |{{radic|0.191~}} |{{radic|3.809~}} |- style="background: gainsboro;" | |0.437~ |1.952~ |- style="background: gainsboro;" | |156° |24° |- style="background: yellow;" | | rowspan="4" |<math>c_3</math> |36° | rowspan="4" |[[File:Regular_star_figure_3(10,1).svg|100px]]<br>{30/3}=3{10} | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_6(5,2).svg|100px]]<br>{30/12}=6{5/2} |144° | rowspan="4" |<math>c_{27}</math> |- style="background: yellow;" | |{{radic|0.382~}} |{{radic|3.618~}} |- style="background: yellow;" | |0.618~ |1.902~ |- style="background: yellow;" | |144° |36° |- style="background: gainsboro;" | | rowspan="4" |<math>c_4</math> |41.4~° | rowspan="4" | | rowspan="4" | | rowspan="4" | |138.6~° | rowspan="4" |<math>c_{26}</math> |- style="background: gainsboro;" | |{{radic|0.5}} |{{radic|3.5}} |- style="background: gainsboro;" | |0.707~ |1.871~ |- style="background: gainsboro;" | |138° |42° |- style="background: palegreen;" | | rowspan="4" |<math>c_5</math> |44.5~° | rowspan="4" |[[File:Regular_star_figure_2(15,2).svg|100px]]<br>{30/4}=2{15/2} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-11.svg|100px]]<br>{30/11} |135.5~° | rowspan="4" |<math>c_{25}</math> |- style="background: palegreen;" | |{{radic|0.573~}} |{{radic|3.427~}} |- style="background: palegreen;" | |0.757~ |1.851~ |- style="background: palegreen;" | |132° |48° |- style="background: gainsboro; height:50px" | | rowspan="4" |<math>c_6</math> |49.1~° | rowspan="4" | | rowspan="4" | | rowspan="4" | |130.9~° | rowspan="4" |<math>c_{24}</math> |- style="background: gainsboro;" | |{{radic|0.691~}} |{{radic|3.309~}} |- style="background: gainsboro;" | |0.831~ |1.819~ |- style="background: gainsboro;" | |128° |52° |- style="background: gainsboro; height:50px" | | rowspan="4" |<math>c_7</math> |56° | rowspan="4" | | rowspan="4" | | rowspan="4" | |124° | rowspan="4" |<math>c_{23}</math> |- style="background: gainsboro;" | |{{radic|0.882~}} |{{radic|3.118~}} |- style="background: gainsboro;" | |0.939~ |1.766~ |- style="background: gainsboro;" | |124° |56° |- style="background: palegreen;" | | rowspan="4" |<math>c_8</math> |60° | rowspan="4" |[[File:Regular_star_figure_5(6,1).svg|100px]]<br>{30/5}=5{6} | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_10(3,1).svg|100px]]<br>{30/10}=10{3} |120° | rowspan="4" |<math>c_{22}</math> |- style="background: palegreen;" | |{{radic|1}} |{{radic|3}} |- style="background: palegreen;" | |1 |1.732~ |- style="background: palegreen;" | |120° |60° |- style="background: gainsboro; height:50px" | | rowspan="4" |<math>c_9</math> |66.1~° | rowspan="4" | | rowspan="4" | | rowspan="4" | |113.9~° | rowspan="4" |<math>c_{21}</math> |- style="background: gainsboro;" | |{{radic|1.191~}} |{{radic|2.809~}} |- style="background: gainsboro;" | |1.091~ |1.676~ |- style="background: gainsboro;" | |116° |64° |- style="background: gainsboro; height:50px" | | rowspan="4" |<math>c_{10}</math> |69.8~° | rowspan="4" | | rowspan="4" | | rowspan="4" | |110.2~° | rowspan="4" |<math>c_{20}</math> |- style="background: gainsboro;" | |{{radic|1.309~}} |{{radic|2.691~}} |- style="background: gainsboro;" | |1.144~ |1.640~ |- style="background: gainsboro;" | |112° |68° |- style="background: yellow;" | | rowspan="4" |<math>c_{11}</math> |72° | rowspan="4" |[[File:Regular_star_figure_6(5,1).svg|100px]]<br>{30/6}=6{5} | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_3(10,3).svg|100px]]<br>{30/9}=3{10/3} |108° | rowspan="4" |<math>c_{19}</math> |- style="background: yellow;" | |{{radic|1.382~}} |{{radic|2.618~}} |- style="background: yellow;" | |1.176~ |1.618~ |- style="background: yellow;" | |108° |72° |- style="background: palegreen; height:50px" | | rowspan="4" |<math>c_{12}</math> |75.5~° | rowspan="4" | | rowspan="4" | | rowspan="4" |[[File:Regular_star_figure_2(15,4).svg|100px]]<br>{30/8}=2{15/4} |104.5~° | rowspan="4" |<math>c_{18}</math> |- style="background: palegreen;" | |{{radic|1.5}} |{{radic|2.5}} |- style="background: palegreen;" | |1.224~ |1.581~ |- style="background: palegreen;" | |96° |84° |- style="background: gainsboro; height:50px" | | rowspan="4" |<math>c_{13}</math> |81.1~° | rowspan="4" | | rowspan="4" | | rowspan="4" | |98.9~° | rowspan="4" |<math>c_{17}</math> |- style="background: gainsboro;" | |{{radic|1.691~}} |{{radic|2.309~}} |- style="background: gainsboro;" | |1.300~ |1.520~ |- style="background: gainsboro;" | |° |° |- style="background: gainsboro; height:50px" | | rowspan="4" |<math>c_{14}</math> |84.5~° | rowspan="4" | | rowspan="4" | | rowspan="4" | |95.5~° | rowspan="4" |<math>c_{16}</math> |- style="background: gainsboro;" | |{{radic|0.809~}} |{{radic|2.191~}} |- style="background: gainsboro;" | |1.345~ |1.480~ |- style="background: gainsboro;" | |° |° |- style="background: seashell;" | | rowspan="4" |<math>c_{15}</math> |90° | rowspan="4" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} | rowspan="4" | | rowspan="4" |[[File:Regular_star_polygon_30-7.svg|100px]]<br>{30/7} |90° | rowspan="4" |<math>c_{15}</math> |- style="background: seashell;" | |{{radic|2}} |{{radic|2}} |- style="background: seashell;" | |1.414~ |1.414~ |- style="background: seashell;" | |90° |90° |} The [[120-cell]] is the regular convex 4-polytope with Schläfli symbol <math>\{5,3,3\}</math>. It has 600 vertices, 1200 edges, 720 pentagon faces, and 120 dodecahedron cells. It is the four-dimensional analogue of the dodecahedron. The [[User:Dc.samizdat/Golden chords of the 120-cell#Thirty distinguished distances|list of 30 120-cell chords]] <math>c_{t}</math> can be rearranged into a table of 16 rows with a pair of 180° complements in each row. This table first appears in [[w:Regular_Polytopes_(book)|''Regular Polytopes'']] (1947),{{Sfn|Coxeter|1973|loc=Table V(v): Simplified sections of {5,3,3} beginning with a vertex|pp=300-301}} where Coxeter identified each row with a distinct [[w:120-cell#Concentric_hulls|polyhedral section of the 120-cell]] beginning with a vertex. He showed that in spherical [[w:3-sphere|3-dimensional space <math>\mathbb{S}^3</math>]] every vertex is the center of a set of 29 concentric polyhedra of increasing radii that nest like [[w:Matryoshka_doll|Russian dolls.]] The smallest polyhedral section at radial distance <math>c_1</math> is a tetrahedron vertex figure, and the largest section at radial distance <math>c_{15}</math> is a central section bisecting the 120-cell. Because [[w:3-sphere|<math>\mathbb{S}^3</math>]] is spherical, at radial distances greater than <math>c_{15}</math> the successive complement-radius polyhedra decrease in size, to the antipodal tetrahedron vertex figure at distance <math>c_{29}</math>. In Euclidean 4-dimensional space <math>\mathbb{R}^4</math>, every vertex is the apex of 29 [[w:Hyperpyramid|polyhedral pyramids]], where the pyramid's lateral edge length is the radial distance in <math>\mathbb{S}^3</math> and its base polyhedron is the section. Each section lies parallel to a congruent complement-radius section (or coincident with it, in the case of the central section). In the 120-cell, each section also lies completely orthogonal to another congruent section. The 120-cell is the [[W:Dual polytope|dual polytope]] of the 600-cell. They have the same Petrie polygon, the regular skew triacontagon {30}, but the 120-cell is a construct of 40 Petrie {30}-gons of edge length <math>c_1</math>, two of which intersect in each tetrahedral vertex figure. Only 8 of the 30 chords in the 120-cell occur in the 600-cell. The 120-cell's additional chords arise originally from the regular 5-cell 4-simplex, in its interaction with the other regular 4-polytopes that compound to make the 120-cell. Since all those polytopes except the 5-cell occur in the 600-cell, and the 600-cell and the 120-cell have the same symmetry group, the 5-cell's symmetry group is the entirety of what's new in the 120-cell. ... {{Clear}} == Conclusions == Fontaine and Hurley's discovery is more than a geometric formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the characteristic isoclinic rotation of a ''d''-dimensional polytope. The characteristic rotational chord sequence of the ''d''-polytope can be represented geometrically in two dimensions on a distinct star polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. [If what is meant by this is its Petrie polygon, it is not quite necessary or possible with respect to the planar polygon chords, e.g. the planar Petrie polygon of the 600-cell does not contain the <math>\sqrt{2}</math> chord. But perhaps it would work if the fit is to the smallest regular skew polygon in the ''d''-space.] The discovery of a chordal construction for discrete isoclinic rotations generally closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of reflections in ''n'' dimensions. Application of the Fontaine and Hurley procedure to the 120-cell demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden chord sequences in polygons, to sequences of star polygons in isoclinic rotations, to subsumption relations in the sequence of regular 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} klaz9iv5qd2s9limnvxd9vyudyx1ind 0 330073 2821588 2820902 2026-08-12T04:44:15Z KB3250298 3105557 deleted duplicate templete 2821588 wikitext text/x-wiki {{METP}} == Emotion regulation through exercise == === Is exercise an effective strategy to regulate emotions? === <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] [[Category:Motivation and emotion/Book/Exercise]] <noinclude> <hr> __TOC__ [[Category:Motivation and emotion/Book]] ayid1bbq2epju09r1ctif4kego0vjw5 2821591 2821588 2026-08-12T04:55:04Z KB3250298 3105557 added /* Headings */ 2821591 wikitext text/x-wiki {{METP}} == Emotion regulation through exercise == === Is exercise an effective strategy to regulate emotions? === <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links == What is Emotion Regulation? == Emotion regulation is........ == How can exercise help to regulate emotions?  == Exercise......... == What is the best exercise to implement?  == Any exercise is beneficial to individuals but to regulate your emotions the most ideal exercise looks like this: ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] ==See also== * [[Motivation and emotion/Book/2025/Emotion regulation through exercise|Emotion regulation through exercise]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] [[Category:Motivation and emotion/Book/Exercise]] <noinclude> <hr> __TOC__ [[Category:Motivation and emotion/Book]] i0a0mz26sygw48a2ipk02mm2lg4k2sq 0 330076 2821594 2814800 2026-08-12T05:14:11Z Monuc9 3106784 2821594 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Generativity|Generativity]] (Book chapter, 2025) - MonUC9 [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Developmental]] [[Category:Motivation and emotion/Book/Motivation]] cfh2ri4r4nqh4rl86ehl8epihi86vgu 2821597 2821594 2026-08-12T05:24:12Z Monuc9 3106784 Author name 2821597 wikitext text/x-wiki monuc9{{METP}} ==See also== * [[Motivation and emotion/Book/2025/Generativity|Generativity]] (Book chapter, 2025) - MonUC9 [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Developmental]] [[Category:Motivation and emotion/Book/Motivation]] b283l3u4m0ad5gf2vfc7aeui5a7nj11 0 330083 2821576 2814812 2026-08-12T04:13:26Z Leilab23 3106779 2821576 wikitext text/x-wiki {{METP}} ==See also== * [[Motivation and emotion/Book/2025/Spirituality and resilience|Spirituality and resilience]] (Book chapter, 2025) {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychological resilience]] [[Category:Motivation and emotion/Book/Spirituality]] s8kykcxg28h6ulenzjpjr2xblzx25d7 2821578 2821576 2026-08-12T04:14:19Z Leilab23 3106779 2821578 wikitext text/x-wiki {{METP}} {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} ==See also== * [[Motivation and emotion/Book/2025/Spirituality and resilience|Spirituality and resilience]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychological resilience]] [[Category:Motivation and emotion/Book/Spirituality]] r2s9skedau1fvssc309el59l9luz1vk 2821579 2821578 2026-08-12T04:17:14Z Leilab23 3106779 2821579 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} ==See also== * [[Motivation and emotion/Book/2025/Spirituality and resilience|Spirituality and resilience]] (Book chapter, 2025) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychological resilience]] [[Category:Motivation and emotion/Book/Spirituality]] lktiq7mg4eefr0ilqtexkb6io00kko5 6 330586 2821669 2818282 2026-08-12T09:52:33Z Atcovi 276019 delete 2821669 wikitext text/x-wiki {{delete|unsuitable for Wikiversity; image related to pseudoscience which was removed from mainspace}} == Summary == {{Information |Description= Banner for the Cosmic Influx theory |Source=own |Date=2026-05-04 |Author=Ruud Loeffen |Permission=Permission=Released by the author under CC BY-SA 4.0 }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 1riprcdtxil1nf54xcor6g5mly78uvz 2821679 2821669 2026-08-12T10:24:31Z Ruud Loeffen 2998353 I add the "hang on". On the talk page I explained my point of view. 2821679 wikitext text/x-wiki {{hangon}}{{delete|unsuitable for Wikiversity; image related to pseudoscience which was removed from mainspace}} == Summary == {{Information |Description= Banner for the Cosmic Influx theory |Source=own |Date=2026-05-04 |Author=Ruud Loeffen |Permission=Permission=Released by the author under CC BY-SA 4.0 }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} g2fby0gx8xvairphdqmf13oxrqqjpnv 0 330681 2821492 2821379 2026-08-11T21:12:58Z MTitleman 2995549 /* Ternary Probability */ 2821492 wikitext text/x-wiki Articles written by E. T. Whittaker in 1903 and 1904 suggest the natural generalization of 3-space as ternary probability. This is proven using basic mathematical statements and an associated transition as main eigenvalues from the product of the symmetric group S₂ and the Klein four-group Z₂² to the dihedral of order 12 D₆ and related properties. A generalization of physical theory is suggested. ==Ternary Probability== The work of E. T. Whittaker and the property of infinite tetration unique to √2 suggest that there are methods for computing wavefunctions by tetration, hyperoperations, interpolation and ternary probability. Consider the statements: <math>(1) x+y=\surd7</math> <math>x-y=\surd3</math> <math>xy=1</math> <math>(2)\sqrt[3]{8}=2 </math> Due to asymmetry in Cartesian coordinates (Whittaker, 1903), it is feasible to consider (1) analogous to vector calculus in 3-space if xy is considered real as √−1 is imaginary, x+y or x-y are considered vectors in a 3-parameter space, and (2) is real. This language of ternary probability is strongly suggested by (1) being commensurate with the transition from the product of the symmetric group S₂ and the Klein four-group Z₂² (abelian-by-cyclic, nilpotent) to the dihedral of order 12 D₆ (non-abelian, solvable) in Galois theory (Du et al., 2021). The former permutes coordinates independently as a form of orthogonal sphericity xy⊥zr (Titleman, 2026) while the latter combines a primary rotation of order 6 with a single axis reflection of order 2 as a form of wave propagation (Whittaker, 1904). Classical 3-space is thus only one paradigm for modeling trajectories. Mathematical assumptions of cartesian symmetry and kinematics require matching physical assumptions, such as those made in the Clausius formulation for Root Mean Square (RMS) velocity. ==References== Du, Z., Liu, F., Liu, S., & Qin, Z. (2021). Graphs with n-1 main eigenval ues. Discrete Mathematics, 344(7), 112397. Titleman, M. (2026). The Duality of Whittaker Potential Theory: Fundamental Representations of Electromagnetism and Gravity, and Their Orthogonality. arXiv preprint arXiv:2205.08309v9. Whittaker, E. T. (1904). On an expression of the electromagnetic field due to electrons by means of two scalar potential functions. Proc. Lond. Math. Soc, 1, 367. Whittaker, E. T. (1903). On the partial differential equations of mathematical physics. Mathematische Annalen, 57(3), 333-355.{{reflist|35em}} lc4grlflpy60ur83m7kmrl1qblwjv9n 0 330772 2821481 2819547 2026-08-11T18:57:14Z OhanaUnited 18921 typo 2821481 wikitext text/x-wiki {{Article info | first1 = John | last1 = Barragán | orcid1 = 0000-0002-6884-0482 | submitted = 2025-06-24 | published = 2026-07-27 | journal = WikiJournal of Humanities | license = CC BY-SA 4.0 | abstract = }} '''Inclusion and Sustainability at Wikimania Nairobi 2025: A Narrative''' '''Abstract:''' As a Wikimania Nairobi 2025 fellow, I reflect on inclusion and sustainability in the Wikimedia movement through my own experience. This narrative arises from the need to explain in 10 minutes what I experienced from these two perspectives. To get a sense of the event's notion of inclusion, I conducted several interviews. The people interviewed were from different countries around the world. They spoke English, French, and Spanish. Their backgrounds were characterized by more epistemic vulnerability than the average Wikipedian model. A gender-balanced group was chosen. Regarding sustainability, an interview was conducted with Philippe Blom, author of the book La Encyclopédie. The conclusion is that there is a discrepancy between the epistemic peers we are in the movement and the hierarchies imposed by the machine. '''Inclusión y sostenibilidad en Wikimanía Nairobi 2025: una narrativa''' '''Resumen:''' Como becario de la Wikimanía Nairobi 2025, presento una narrativa con las impresiones de lo que me ocurrió frente a la inclusión y la sostenibilidad en el movimiento Wikimedia. Esta narrativa surge de la necesidad de exponer en diez minutos lo vivido desde estas dos nociones. Para hacerme una idea de la noción de inclusión en el evento, realicé varias entrevistas. Las personas entrevistadas pertenecían a distintos países del mundo. Las personas hablaban inglés, francés y español. Sus orígenes eran de vulnerabilidad epistémica respecto del modelo de wikipedista promedio. Se escogió un grupo con equilibrio de género. En el caso de la sostenibilidad, se realizó una entrevista a Philippe Blom, autor del libro La Encyclopédie. Se concluye con una discrepancia en torno a los pares epistémicos que somos en el movimiento, frente a las jerarquías impuestas por la máquina. 0bp3ax3qtaw7hqucra5o8l5hatc6jfm 2 330966 2821587 2821224 2026-08-12T04:37:07Z KB3250298 3105557 2821587 wikitext text/x-wiki [[File:Black Mountain and LBG in the late afternoon May 2013.jpg|thumb|'''Figure 1:''' Black Mountain tower and Lake Burleigh Griffin. One of my favorite places to walk, swim and ride. ]] == About me == My name is Kayla and I am a student at University of Canberra. I am studying my Bachelor of Science in Psychology/ Bachelor of Health Science. Some of my interest include: * Running * Reading * Riding * Swimming * Spending time with family and friends == Book Chapters I'm working on == [[Motivation and emotion/Book/2026/Emotion regulation through exercise|Emotion regulation through exercise]] == Social Contributions == sz6hxcvc3knhie0wy7y4jqmveh4k7su 0 331023 2821458 2821455 2026-08-11T12:13:40Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Sexual motivation]] using [[Help:Gadget-HotCat|HotCat]] 2821458 wikitext text/x-wiki {{title|Sex differences in sexual arousal patterns:<br>How do patterns of sexual arousal differ between males and females? }} __TOC__ Overview {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Sexual motivation]] adi3d1lo9weglp92yftwx5xrucvxdpa 2821505 2821458 2026-08-11T22:32:51Z U3236349 3005692 Changed the themes 2821505 wikitext text/x-wiki {{title|Sex differences in sexual arousal patterns:<br>How do patterns of sexual arousal differ between males and females? }} __TOC__ Overview {{RoundBoxTop|theme=4}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=4}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Sexual motivation]] o3n39zc592z0yuic7f6tizeadeqau3y 2821671 2821505 2026-08-12T10:01:48Z U3236349 3005692 Made changes to format, titles, references, and added in some key points for the first point 2821671 wikitext text/x-wiki {{title|Sex differences in sexual arousal patterns:<br>How do patterns of sexual arousal differ between males and females? }} == Overview == __TOC__ {{RoundBoxTop|theme=4}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} ''Explanation of the problem, issue, or topic: Briefly explain the problem, why it is important, and outline how psychological science can help.'' * * * {{RoundBoxTop|theme=4}} '''Focus questions''' {{RoundBoxBottom}} == Concept of Sex & Sexual Arousal == [[File:AI Generated Artwork of Female.png|thumb|297x297px|Figure 2. Artwork of Female]] [[File:ChatGPT Image Aug 12, 2026, 03 49 09 PM.png|thumb|296x296px|Figure 3. Artwork of Male]] '''Concept of Sex''' * Sex, in the context of human biology, generally refers to the fundamental categories of human species that are, in the broad sense, concerned with a combination of various biological traits that are unique to a subcategory of human species. * There are currently two recognised sexes in humans which are assigned at birth, males and females. * Females refer to humans which are biologically organised for the production and function of an ova, whereas males refer to humans organised for the production and function of sperm (Stévant et al., 2018; Ivan et al., 2022). '''Concept of Sexual Arousal''' * Sexual arousal * * == Sexual Arousal in Males == * * * == Sexual Arousal in Females == * * * == Heading - 4 == * * * == Heading - 5 == * * * == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Ivan, S., Daniela, O., & Jaroslava, B. D. (2022). Sex differences matter: Males and females are equal but not the same. Physiology & Behavior, 259(Volume 259), 114038. https://doi.org/10.1016/j.physbeh.2022.114038 Stévant, I., Papaioannou, M. D., & Nef, S. (2018). A brief history of sex determination. Molecular and Cellular Endocrinology, 468, 3–10. https://doi.org/10.1016/j.mce.2018.04.004 }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Sexual motivation]] 8kfrkw3gv1oc1a3uj4ir50ulxhnmqxs 3 331024 2821456 2026-08-11T12:05:40Z Jtneill 10242 Welcome 2821456 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Amyuniversity!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:05, 11 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} pjpjqrqt8pgel46a27cnyi7rei5w3k5 6 331025 2821462 2026-08-11T13:58:45Z Young1lim 21186 {{Information |Description=Carry Lookahead Adders 2B Single Level (20260810 - 20260808) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2821462 wikitext text/x-wiki == Summary == {{Information |Description=Carry Lookahead Adders 2B Single Level (20260810 - 20260808) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} r5vmn8ce5tc41bl061dk68bvj4pigdx 6 331026 2821463 2026-08-11T13:59:31Z Young1lim 21186 {{Information |Description=Carry Lookahead Adders 2C Multi-Level (20260810 - 20260808) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2821463 wikitext text/x-wiki == Summary == {{Information |Description=Carry Lookahead Adders 2C Multi-Level (20260810 - 20260808) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 6ow9egzk76uhfskgzhjyfiw2stsu4dp 6 331027 2821465 2026-08-11T14:00:38Z Young1lim 21186 {{Information |Description=Carry Lookahead Adders 2B Single Level (20260811 - 20260810) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2821465 wikitext text/x-wiki == Summary == {{Information |Description=Carry Lookahead Adders 2B Single Level (20260811 - 20260810) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} ql1r6k1tix0ixont7ms99mdl0wewzu9 6 331028 2821466 2026-08-11T14:01:12Z Young1lim 21186 {{Information |Description=Carry Lookahead Adders 2C Multi-Level (20260811 - 20260810) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2821466 wikitext text/x-wiki == Summary == {{Information |Description=Carry Lookahead Adders 2C Multi-Level (20260811 - 20260810) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} acinxgbs0fyxnuf2lm243d239pyzz56 6 331029 2821470 2026-08-11T14:13:31Z Young1lim 21186 {{Information |Description=C04.SA0: Address and Dereference Operators (20260810 - 20260808) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2821470 wikitext text/x-wiki == Summary == {{Information |Description=C04.SA0: Address and Dereference Operators (20260810 - 20260808) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} ifxvsr1gb36ga904qu1wi9yxleiruqo 6 331030 2821472 2026-08-11T14:14:19Z Young1lim 21186 {{Information |Description=C04.SA0: Address and Dereference Operators (20260811 - 20260810) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2821472 wikitext text/x-wiki == Summary == {{Information |Description=C04.SA0: Address and Dereference Operators (20260811 - 20260810) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} a866bh9wpj65j48duc8d1kxxmpdeqsb 6 331031 2821474 2026-08-11T14:18:11Z Young1lim 21186 {{Information |Description=Laurent.5: Permutation 6C (20260810 - 20260808) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2821474 wikitext text/x-wiki == Summary == {{Information |Description=Laurent.5: Permutation 6C (20260810 - 20260808) |Source={{own|Young1lim}} |Date=2026-08-11 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} r57y5ze082pgjbpb1mmgwrqiqxeloks 3 331032 2821494 2026-08-11T21:32:39Z Jtneill 10242 Welcome 2821494 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], U3211150!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:32, 11 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} dwywrokq5drk1ztfelg5raxtxu94zue 2 331033 2821507 2026-08-11T22:38:33Z U3236349 3005692 Created page with "{{subst:ME/BCS}}" 2821507 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 0 331034 2821516 2026-08-12T00:22:40Z U3222012 2968463 Created page with " What is the role of perfectionism in procrastination and what can be done about it?" 2821516 wikitext text/x-wiki What is the role of perfectionism in procrastination and what can be done about it? i3pvq0ousel6fkuwjoe0x03xtgn7uo5 2821517 2821516 2026-08-12T00:23:44Z U3222012 2968463 2821517 wikitext text/x-wiki Perfectionism and procrastination. What is the role of perfectionism in procrastination and what can be done about it? pol9sf8kbk1kkpylfvc5wg7e41uh574 2821553 2821517 2026-08-12T03:14:37Z U3222012 2968463 2821553 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 2821626 2821553 2026-08-12T06:33:51Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Perfectionism]] using [[Help:Gadget-HotCat|HotCat]] 2821626 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Perfectionism]] hd86yybjnmld39komtm0fyhsn98dris 2821627 2821626 2026-08-12T06:34:11Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Procrastination]] using [[Help:Gadget-HotCat|HotCat]] 2821627 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Perfectionism]] [[Category:Motivation and emotion/Book/Procrastination]] ixw9v2why3gm20d7go88wsxg0u5pjl8 0 331035 2821520 2026-08-12T00:51:13Z P U3270518 3106535 Created page with "1. Copy '''<nowiki>{{subst:ME/BCS}}</nowiki>'''." 2821520 wikitext text/x-wiki 1. Copy '''<nowiki>{{subst:ME/BCS}}</nowiki>'''. oaay292is01kiyd6ad29ng049k2ou3f 2821521 2821520 2026-08-12T00:51:41Z P U3270518 3106535 Undo all revisions. Resource is empty, but not [[Wikiversity:Deletion policy|deleted]]. 2821521 wikitext text/x-wiki phoiac9h4m842xq45sp7s6u21eteeq1 2821523 2821521 2026-08-12T00:53:29Z P U3270518 3106535 TEMPLATE 2821523 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 2821524 2821523 2026-08-12T00:59:53Z P U3270518 3106535 title 2821524 wikitext text/x-wiki {{title|Positive Emotion Dysregulation}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] md0y4g1k4wo7pbbxpgg2t0s0qjz5iky 2821629 2821524 2026-08-12T06:35:17Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Positive emotion]] using [[Help:Gadget-HotCat|HotCat]] 2821629 wikitext text/x-wiki {{title|Positive Emotion Dysregulation}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Positive emotion]] 9wvqpa4ey88jyn2t8a16paqxsneauq9 2 331036 2821529 2026-08-12T01:42:44Z BLANDINO Massimiliano 3106750 Initial publication of Part 1: Algebraic foundations, Lagrangian duality, and verification suites 2821529 wikitext text/x-wiki {{Research project}}{{Research project}} = First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom = ''Massimiliano Blandino'' — ''Independent Researcher'' ''ORCID: 0009-0006-3252-4011'' ''Zenodo Archive Concept DOI: 10.5281/zenodo.19802606'' ---- == 1. Abstract & Topological Scope == This research monograph establishes a complete, first-principles derivation of the fine-structure constant ($\boldsymbol{\alpha}$) without free parameters, detailing its exact analytical closed form, its Lagrangian action principle, its representation as a circular Matrix Product State (MPS), and its physical manifestation as the critical collapse threshold governing the quantum measurement problem and the stability of the hydrogen $1s$ orbital[cite: 1, 3, 6, 7]. <nowiki>Starting from the generator polynomial $\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}$, we prove that the physical inverse fine-structure constant $\boldsymbol{\alpha}^{-1}$ corresponds to the Effective Action $\boldsymbol{\Gamma}_{\text{eff}}$ of an oscillating circle of radius $\boldsymbol{R} = \boldsymbol{\pi}$ dual to a compactified bosonic string[cite: 1, 3, 5, 7]:</nowiki> $$\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{\boldsymbol{A}'''<nowiki>(\boldsymbol{\pi})\boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \boldsymbol{\pi}^2} \langle \hat{\boldsymbol{K}}^{-1} \rangle$$</nowiki>''' where $\boldsymbol{A}'''(\boldsymbol{\pi}) = 24$ emerges identically as the third derivative (cubic curvature) of the polynomial—matching the 24 transverse modes of the bosonic string—and $\boldsymbol{\lambda}_{\max}$ is the dominant eigenvalue of a circular MPS with bond dimension $\boldsymbol{D} = 45$[cite: 1, 2, 4, 6, 7].''' <nowiki>We demonstrate that the vacuum persistence amplitude $\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}} \approx 3.06 \times 10^{-60}$ provides the fundamental dimensionless weight that resolves the measurement problem in Quantum Mechanics (QM) by defining the decoherence scale[cite: 6]. When combined with the lepton mass scale ($\boldsymbol{m}_e$), this action fixes the binding energy ($\boldsymbol{E}_0 = -13.6057\text{ eV}$), the Bohr radius ($\boldsymbol{a}_0 = 52.92\text{ pm}$), and the orbital velocity ($\boldsymbol{v} = \boldsymbol{\alpha} \boldsymbol{c}$) of the hydrogen ground state without fitting parameters[cite: 6].</nowiki> ---- == 2. Exact Closed-Form Representation and the Cubic Curvature Invariant == === 2.1 The Polynomial Seed and Three-Term Formula === The classical approximation to the inverse fine-structure constant uses the cubic polynomial in $\boldsymbol{\pi}$[cite: 1]: $$\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \approx 137.0363037759$$ which reproduces $\boldsymbol{\alpha}^{-1}$ with an error of $\sim 3 \times 10^{-4}$[cite: 1]. We refine this relation into an exact, convergent three-term analytical formula[cite: 1]: <nowiki>$$\boldsymbol{\alpha}^{-1} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \cdot \boldsymbol{\pi}^2 \cdot \boldsymbol{K}}$$</nowiki> where $\boldsymbol{K}$ is the bounded subtractive continued fraction[cite: 1]: <nowiki>$$\boldsymbol{K} = 10 - \cfrac{1}{14 + \cfrac{1}{1 + \cfrac{1}{7 + \cfrac{1}{3 + \cfrac{1}{1 + \cfrac{1}{3 + \dots}}}}}}$$</nowiki> === 2.2 Proof of the Analytic Origin of the Coefficient 24 === The denominator $24$ in the second term is not an empirical fitting parameter. It is an intrinsic analytic invariant derived from the differential geometry of the generator polynomial[cite: 1]. '''Theorem 1 (Cubic Curvature Theorem).''' ''Let $\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}$ be a real cubic function[cite: 1]. Its third derivative $\boldsymbol{A}'''(\boldsymbol{x})$ is constant, uniform, and independent of $\boldsymbol{x}$[cite: 1]:''''' $$\boldsymbol{A}'(\boldsymbol{x}) = 12\boldsymbol{x}^2 + 2\boldsymbol{x} + 1, \qquad \boldsymbol{A}''(\boldsymbol{x}) = 24\boldsymbol{x} + 2, \qquad \boldsymbol{A}'''(\boldsymbol{x}) = 24$$ ''Evaluating the third derivative at $\boldsymbol{x} = \boldsymbol{\pi}$ yields $\boldsymbol{A}'''(\boldsymbol{\pi}) \equiv 24$[cite: 1]. Thus, the second term of the expansion is identically[cite: 1]:''''' $$\frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} \equiv \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi}) \cdot \boldsymbol{A}(\boldsymbol{\pi})}$$''' This term represents the leading-order curvature correction of the configuration space, providing a purely analytic justification for $24$[cite: 1]. === 2.3 Bounded Partial Quotients and Arithmetic Invariance === An analysis of the historical CODATA values of $\boldsymbol{\alpha}^{-1}$ (2006–2022) demonstrates that all measured values within the experimental uncertainty interval correspond to continued fractions whose partial quotients $\boldsymbol{q}_i$ are bounded above by $45$[cite: 1, 2, 8]: $$\boldsymbol{q}_i \le 45 \quad \forall \boldsymbol{i} \in \mathbb{N}$$ This establishes that $\boldsymbol{\alpha}^{-1}$ belongs to a restricted arithmetic class of real numbers of periodic type, imposing a topological bound $\boldsymbol{D} = 45$ on the allowed virtual Hilbert space[cite: 1, 2]. ---- == 3. Field Theory & Lagrangian Duality == === 3.1 The Geometric Field Lagrangian === Consider an oscillating circle of radius $\boldsymbol{R}$ in the $\boldsymbol{xy}$-plane whose center undergoes vertical displacement $\boldsymbol{d}(\boldsymbol{\theta})$ parameterized by the phase angle $\boldsymbol{\theta} \in [0, 2\boldsymbol{\pi}]$[cite: 3]. The cutting plane $\boldsymbol{z}=0$ produces a chord length $\text{chord}(\boldsymbol{\theta}) = 2\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}(\boldsymbol{\theta})^2}$[cite: 3]. <nowiki>We define the geometric field Lagrangian density $\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}})$ as[cite: 3]:</nowiki> <nowiki>$$\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}}) = 4\dot{\boldsymbol{d}}^2 + \frac{1}{\boldsymbol{R}} \boldsymbol{d}^2 + \frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}$$</nowiki> <nowiki>where $\dot{\boldsymbol{d}} = \frac{\boldsymbol{d} \boldsymbol{d}}{\boldsymbol{d}\boldsymbol{\theta}}$[cite: 3]. The three terms represent[cite: 3]:</nowiki> # '''<nowiki>Kinetic Energy ($4\dot{\boldsymbol{d}}^2$):</nowiki>''' Transverse deformation energy along the cycle[cite: 3]. # '''<nowiki>Potential Energy ($\frac{1}{\boldsymbol{R}}\boldsymbol{d}^2$):</nowiki>''' Axial elastic recall scaled by the compactification radius $\boldsymbol{R}$[cite: 3]. # '''Surface Coupling ($\frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}$):''' Interaction with the observer/cutting plane[cite: 3]. === 3.2 Weak Euler-Lagrange Solution === <nowiki>The strong Euler-Lagrange equation derived from $\boldsymbol{\mathcal{L}}_{\text{geo}}$ is[cite: 3]:</nowiki> <nowiki>$$8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} = 0$$</nowiki> For an extended topological deformation over the cycle $[0, 2\boldsymbol{\pi}]$, the physical equation of motion must be satisfied in its '''weak (integral) form'''[cite: 3]: <nowiki>$$\int_{0}^{2\boldsymbol{\pi}} \left( 8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} \right) \boldsymbol{d}\boldsymbol{\theta} = 0$$</nowiki> <nowiki>Substituting the harmonic ansatz $\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}$ (where $\ddot{\boldsymbol{d}} = -\boldsymbol{R}\sin\boldsymbol{\theta} = -\boldsymbol{d}$ and $\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2} = \boldsymbol{R}|\cos\boldsymbol{\theta}|$)[cite: 3]:</nowiki> <nowiki>$$\int_{0}^{2\boldsymbol{\pi}} \left( -8\boldsymbol{R}\sin\boldsymbol{\theta} - 2\sin\boldsymbol{\theta} + \frac{1}{4}\tan\boldsymbol{\theta} \right) \boldsymbol{d}\boldsymbol{\theta} = 0$$</nowiki> <nowiki>Since $\int_0^{2\boldsymbol{\pi}} \sin\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0$ and the principal value $\int_0^{2\boldsymbol{\pi}} \tan\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0$ by quadrant symmetry, the integral vanishes identically[cite: 3]. Thus, $\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}$ is an exact weak solution over the topological cycle[cite: 3].</nowiki> === 3.3 On-Shell Action and Resonance at $R = \pi$ === <nowiki>Evaluating $\boldsymbol{\mathcal{L}}_{\text{geo}}$ on-shell along $\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}$[cite: 3]:</nowiki> <nowiki>$$\boldsymbol{S}_{\text{geo}} = \int_{0}^{2\boldsymbol{\pi}} \left( 4\boldsymbol{R}^2\cos^2\boldsymbol{\theta} + \boldsymbol{R}\sin^2\boldsymbol{\theta} + \frac{\boldsymbol{R}}{4}|\cos\boldsymbol{\theta}| \right) \boldsymbol{d}\boldsymbol{\theta}$$</nowiki> Using the definite integrals over $[0, 2\boldsymbol{\pi}]$ ($\int \cos^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}$, $\int \sin^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}$, $\int |\cos\boldsymbol{\theta}| \boldsymbol{d}\boldsymbol{\theta} = 4$)[cite: 3]: <nowiki>$$\boldsymbol{S}_{\text{geo}} = 4\boldsymbol{\pi} \boldsymbol{R}^2 + \boldsymbol{\pi} \boldsymbol{R} + \boldsymbol{R}$$</nowiki> Imposing the topological resonance condition $\boldsymbol{R} = \boldsymbol{\pi}$ (where the radius matches half the phase period $\boldsymbol{T}/2 = \boldsymbol{\pi}$)[cite: 3]: <nowiki>$$\boldsymbol{S}_{\text{geo}}\Big|_{\boldsymbol{R}=\boldsymbol{\pi}} = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \equiv \boldsymbol{A}(\boldsymbol{\pi})$$</nowiki> === 3.4 Duality with the Polyakov Bosonic String === The Polyakov action for a closed bosonic string compactified on a circle of radius $\boldsymbol{R} = \boldsymbol{\pi}$ with conformal gauge $\boldsymbol{h}_{ab} = \boldsymbol{\eta}_{ab}$ reduces to[cite: 5]: <nowiki>$$\boldsymbol{\mathcal{L}}_{\text{Polyakov}}(\boldsymbol{\theta}) = \frac{\boldsymbol{T} \boldsymbol{R}^2}{2} \left[ (\partial_{\boldsymbol{\theta}} \boldsymbol{\phi})^2 + \boldsymbol{m}^2 \boldsymbol{\phi}^2 + \boldsymbol{\lambda} \sqrt{1 - \boldsymbol{\phi}^2} \right]$$</nowiki> <nowiki>Equating coefficients with $\boldsymbol{\mathcal{L}}_{\text{geo}}$ fixes the string parameters deterministically[cite: 5]:</nowiki> * String Tension: $\boldsymbol{T} = 8$[cite: 5] * <nowiki>Mass parameter: $\boldsymbol{m}^2 = \frac{1}{4\boldsymbol{\pi}}$[cite: 5]</nowiki> * <nowiki>Non-linear coupling: $\boldsymbol{\lambda} = \frac{1}{16\boldsymbol{\pi}}$[cite: 5]</nowiki> This proves that the oscillating circle is topologically dual to a compactified Polyakov bosonic string stripped of its topological phase $\boldsymbol{\pi}$[cite: 5]. ---- == 4. Projective Geometry PG(2,2) and the Algebraic Origin of Alpha == === 4.1 Coupling the Oscillating Circle to the Fano Plane === The continuous dynamics of the oscillating circle ($\boldsymbol{R} = \boldsymbol{\pi}$) is coupled to the discrete projective structure of the Fano plane $PG(2,2)$—the smallest finite projective plane, comprising $7$ points and $7$ lines—via a spinorial phase $\boldsymbol{\theta} = \boldsymbol{\pi}/6$[cite: 7]. The incidence matrix $\boldsymbol{M} \in \{0,1\}^{7 \times 7}$ of the Fano plane satisfies $\boldsymbol{M} \boldsymbol{M}^\top = 2 \boldsymbol{I}_7 + \boldsymbol{J}_7$, with spectrum $\text{spec}(\boldsymbol{M} \boldsymbol{M}^\top) = \{9^1, 2^6\}$[cite: 7]. The associated bipartite Heawood graph possesses the spectrum $\text{spec}(\boldsymbol{H}) = \{\pm 3^1, \pm\sqrt{2}^6\}$, isolating $\sqrt{2}$ as the combinatorial spectral invariant[cite: 7]. === 4.2 The Spinorial Lift and Operator Algebra === <nowiki>We define the 4-dimensional two-qubit Hilbert space $\boldsymbol{\mathcal{H}} = \mathbb{C}^2 \otimes \mathbb{C}^2$[cite: 7]. Under the spinorial reduction of $\text{Spin}(7)$, the local operators representing physical dynamics are defined as[cite: 7]:</nowiki> $$\boldsymbol{A} = 2\sqrt{2} \, (\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2), \qquad \boldsymbol{B} = \sqrt{7} \, (\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)$$ where: * <nowiki>$2\sqrt{2}$ is the Tsirelson bound ($\boldsymbol{S}_{\text{Tsirelson}} = 2\sqrt{2}, \, \boldsymbol{S}_{\text{Tsirelson}}^2 = 8$), saturating the maximum quantum CHSH correlation[cite: 7].</nowiki> * $\sqrt{7}$ is the quantum CHSH invariant evaluated at the spinorial phase $\boldsymbol{\theta} = \boldsymbol{\pi}/6$, where $\boldsymbol{S}_{\max}^2(\boldsymbol{\pi}/6) = 4(1 + \sin^2(\boldsymbol{\pi}/3)) = 7$, yielding $\boldsymbol{B}^2 = 7 \boldsymbol{I}_4$[cite: 7]. === 4.3 The Difference Operator and Characteristic Polynomial === Define the difference operator $\boldsymbol{X} := \boldsymbol{A} - \boldsymbol{B} = 2\sqrt{2}(\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2) - \sqrt{7}(\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)$[cite: 7]. '''Theorem 2 (Spectrum and Characteristic Polynomial of X).''' ''<nowiki>The four distinct eigenvalues of $\boldsymbol{X}$ are $\boldsymbol{\lambda}_{\pm\pm} = \pm 2\sqrt{2} \pm \sqrt{7}$[cite: 7]. The characteristic polynomial $\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \det(\boldsymbol{x} \boldsymbol{I}_4 - \boldsymbol{X})$ is given identically by[cite: 7]:</nowiki>'' <nowiki>$$\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1$$</nowiki> ''Proof.''<nowiki> Expanding the product of linear factors[cite: 7]: $$\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \left(\boldsymbol{x}^2 - (2\sqrt{2} - \sqrt{7})^2\right) \left(\boldsymbol{x}^2 - (2\sqrt{2} + \sqrt{7})^2\right)$$ Computing the squared roots[cite: 7]: $$(2\sqrt{2} \mp \sqrt{7})^2 = 8 + 7 \mp 4\sqrt{14} = 15 \mp 4\sqrt{14}$$ Summing the quadratic terms yields $15 + 15 = 30$, and the product of the constant terms yields $(15 - 4\sqrt{14})(15 + 4\sqrt{14}) = 225 - 224 = 1$[cite: 7]. Hence, $\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1$[cite: 7]. $\blacksquare$</nowiki> === 4.4 Entanglement Deficit and Graphon Invariants === The fundamental root $\boldsymbol{\Delta S} := 2\sqrt{2} - \sqrt{7} \approx 0.182608$ defines the '''entanglement deficit''', measuring the exact algebraic gap between the maximal Tsirelson bound and the Fano projective boundary[cite: 7]. The monodromy operator $\boldsymbol{M}(\boldsymbol{\theta}) = \exp(i \boldsymbol{\theta} \boldsymbol{X})$ acting with the spinorial step $\boldsymbol{\theta} = \boldsymbol{\pi}/6$ generates a 24-step discrete clock whose eigenphases $\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}$ select the 24 transverse modes of the bosonic string[cite: 7]. === 4.5 Dimension 105 Factorization === The global deformation space of the coupled system obeys the exact algebraic factorization[cite: 7]: $$105 = 7 \times 15 = |PG(2,2)| \times \dim(\text{SU}(4)) = 7 \times \left((2\sqrt{2})^2 + (\sqrt{7})^2\right)$$ where $15$ is the dimension of the Clifford algebra $\mathfrak{su}(4)$ acting on $\mathbb{C}^2 \otimes \mathbb{C}^2$, proving that the quantum state space of the vacuum is the irreducible representation space of the Klein combinatorial algebra[cite: 7]. ---- == 5. Algorithmic Verification and Falsifiability Suites == The theoretical architecture is deterministically verified through automated computational suites. The models operate strictly without free parameters, relying exclusively on geometric invariants and topological bounds. === 5.1 Arithmetic Boundedness of Historical Data === A fine scan of the historical CODATA values for $\boldsymbol{\alpha}^{-1}$ (2006-2022) confirms that all values within the experimental interval generate continued fractions with partial quotients strictly bounded by 45[cite: 8]. The exact three-term formula yields an error of $9 \times 10^{-11}$ against the CODATA 2022 value[cite: 8]. === 5.2 Quantum Structure Operator and Ergodic Convergence === <nowiki>Simulating the quantum vacuum as a superposition of bounded continued fractions ($10^6$ collapses, depth 20), the dimensionless structure operator converges ergodically to $\langle \hat{\boldsymbol{S}} \rangle = 137.03599916781$[cite: 9]. The difference from the experimental value is strictly bounded below $10^{-8}$[cite: 9]. A sensitivity scan proves that this expectation value is invariant under variations of the interaction energy threshold $\boldsymbol{E}_{\text{int}}$, confirming that the convergence is structural and not an artifact of calibration (variation $< 10^{-8}$ across the entire test spectrum)[cite: 14].</nowiki> === 5.3 Geometric Falsification and Circular MPS === Massive falsification tests over continuous geometries demonstrate that the action minimizes exclusively for a pure harmonic oscillation, a circle of exact radius $\boldsymbol{R} = \boldsymbol{\pi}$, and coefficients $(4, 1, 1/4)$[cite: 10]. Any introduction of noise, asymmetry, or frequency deviation destroys the approximation[cite: 10]. The contraction of the circular Matrix Product State (MPS) confirms this exact geometric action. At ultra-high resolution ($\boldsymbol{N} = 10^6$ steps), the MPS yields $4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}$ with a spectral error of $1.06 \times 10^{-11}$[cite: 11]. The pure Polyakov-MPS duality achieves optimal numerical precision at $\boldsymbol{N} = 5000$, yielding $\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi}$ with an error of $2.84 \times 10^{-7}$[cite: 12]. === 5.4 Fano-Alpha Unified Algebraic Verification === The coupling between the continuous Lagrangian and the Fano plane $PG(2,2)$ is verified identically through the Dirac operator and the spinorial monodromy[cite: 15]. The computational suite confirms: * The Heawood spectrum multiplicities (eigenvalues $\pm 3$ and $\pm \sqrt{2}$)[cite: 15]. * The maximal CHSH correlation saturating at 7.0 for the phase $\boldsymbol{\theta} = \boldsymbol{\pi}/6$[cite: 15]. * <nowiki>The exact characteristic polynomial $\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1$ with matrix traces $\text{Tr}(\boldsymbol{X}^2) = 60$ and $\text{Tr}(\boldsymbol{X}^4) = 1796$[cite: 15].</nowiki> * The unitary monodromy operator $\boldsymbol{U}_{24}$ exactly matching the 24 string transverse modes[cite: 15]. === 5.5 Hydrogen Ground State Emergence === <nowiki>By utilizing the vacuum persistence amplitude $\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}}$ extracted from the circular MPS (with bond dimension $\boldsymbol{D}=45$, tension $\boldsymbol{T}=8$, and 24 transverse modes), the physical properties of the hydrogen atom are determined without any phenomenological fitting[cite: 13]. Combining the pure topological output with the lepton mass scale ($\boldsymbol{m}_e$) deterministically yields:</nowiki> * Binding Energy: $-13.6057\text{ eV}$[cite: 13] * Bohr Radius: $52.92\text{ pm}$[cite: 13] * Orbital Velocity: $2187.69\text{ km/s}$[cite: 13] * Vacuum Decay Probability: $3.06 \times 10^{-60}$[cite: 13] ---- == 6. Summary of Part I & References == Part I of this monograph has established the complete equivalence between: # The exact closed-form expansion of $\boldsymbol{\alpha}^{-1}$ via $\boldsymbol{A}(\boldsymbol{\pi})$ and the cubic curvature invariant $\boldsymbol{A}'''(\boldsymbol{\pi}) = 24$.''' # <nowiki>The weak Euler-Lagrange solution of the geometric Lagrangian $\boldsymbol{\mathcal{L}}_{\text{geo}}$ and its Polyakov string duality at $\boldsymbol{R} = \boldsymbol{\pi}$.</nowiki> # <nowiki>The discrete projective incidence of $PG(2,2)$ governed by the characteristic polynomial $\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1$.</nowiki> # The computational verification of the hydrogen ground state from the circular Matrix Product State. === Primary References === * Blandino, M. (2026). ''A representation of the fine-structure constant using $\boldsymbol{\pi}$ and a continued fraction of small integers''. Zenodo, Concept DOI: 10.5281/zenodo.19802606. * Blandino, M. (2026). ''A Lagrangian for the Fine-Structure Constant''. Zenodo, DOI: 10.5281/zenodo.19863234. * Blandino, M. (2026). ''The oscillating circle as a Polyakov string: emergence of the Fano plane and the algebraic foundation of the fine-structure constant''. Zenodo, DOI: 10.5281/zenodo.20415200. qp8b7esx56n8rccxcsswmelo4n17q86 2821530 2821529 2026-08-12T01:47:56Z BLANDINO Massimiliano 3106750 /* First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom */ 2821530 wikitext text/x-wiki {{Research project}}{{Research project}} __NOTOC__ {{Research project}} = First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom = ''Massimiliano Blandino'' — ''Independent Researcher'' ''ORCID: 0009-0006-3252-4011'' ''Zenodo Archive Concept DOI: 10.5281/zenodo.19802606'' ---- == 1. Abstract & Topological Scope == This research monograph establishes a complete, first-principles derivation of the fine-structure constant (<math>\boldsymbol{\alpha}</math>) without free parameters, detailing its exact analytical closed form, its Lagrangian action principle, its representation as a circular Matrix Product State (MPS), and its physical manifestation as the critical collapse threshold governing the quantum measurement problem and the stability of the hydrogen 1s orbital. Starting from the generator polynomial <math>\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math>, we prove that the physical inverse fine-structure constant <math>\boldsymbol{\alpha}^{-1}</math> corresponds to the Effective Action <math>\boldsymbol{\Gamma}_{\text{eff}}</math> of an oscillating circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> dual to a compactified bosonic string: <math display="block">\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi})\boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \boldsymbol{\pi}^2} \langle \hat{\boldsymbol{K}}^{-1} \rangle</math> where <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math> emerges identically as the third derivative (cubic curvature) of the polynomial—matching the 24 transverse modes of the bosonic string—and <math>\boldsymbol{\lambda}_{\max}</math> is the dominant eigenvalue of a circular MPS with bond dimension <math>\boldsymbol{D} = 45</math>. We demonstrate that the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}} \approx 3.06 \times 10^{-60}</math> provides the fundamental dimensionless weight that resolves the measurement problem in Quantum Mechanics (QM) by defining the decoherence scale. When combined with the lepton mass scale (<math>\boldsymbol{m}_e</math>), this action fixes the binding energy (<math>\boldsymbol{E}_0 = -13.6057\text{ eV}</math>), the Bohr radius (<math>\boldsymbol{a}_0 = 52.92\text{ pm}</math>), and the orbital velocity (<math>\boldsymbol{v} = \boldsymbol{\alpha} \boldsymbol{c}</math>) of the hydrogen ground state without fitting parameters. ---- == 2. Exact Closed-Form Representation and the Cubic Curvature Invariant == === 2.1 The Polynomial Seed and Three-Term Formula === The classical approximation to the inverse fine-structure constant uses the cubic polynomial in <math>\boldsymbol{\pi}</math>: <math display="block">\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \approx 137.0363037759</math> which reproduces <math>\boldsymbol{\alpha}^{-1}</math> with an error of <math>\sim 3 \times 10^{-4}</math>. We refine this relation into an exact, convergent three-term analytical formula: <math display="block">\boldsymbol{\alpha}^{-1} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \cdot \boldsymbol{\pi}^2 \cdot \boldsymbol{K}}</math> where <math>\boldsymbol{K}</math> is the bounded subtractive continued fraction: <math display="block">\boldsymbol{K} = 10 - \cfrac{1}{14 + \cfrac{1}{1 + \cfrac{1}{7 + \cfrac{1}{3 + \cfrac{1}{1 + \cfrac{1}{3 + \dots}}}}}}</math> === 2.2 Proof of the Analytic Origin of the Coefficient 24 === The denominator 24 in the second term is not an empirical fitting parameter. It is an intrinsic analytic invariant derived from the differential geometry of the generator polynomial. '''Theorem 1 (Cubic Curvature Theorem).''' ''Let <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> be a real cubic function. Its third derivative <math>\boldsymbol{A}'''(\boldsymbol{x})</math> is constant, uniform, and independent of <math>\boldsymbol{x}</math>:'' <math display="block">\boldsymbol{A}'(\boldsymbol{x}) = 12\boldsymbol{x}^2 + 2\boldsymbol{x} + 1, \qquad \boldsymbol{A}''(\boldsymbol{x}) = 24\boldsymbol{x} + 2, \qquad \boldsymbol{A}'''(\boldsymbol{x}) = 24</math> ''Evaluating the third derivative at <math>\boldsymbol{x} = \boldsymbol{\pi}</math> yields <math>\boldsymbol{A}'''(\boldsymbol{\pi}) \equiv 24</math>. Thus, the second term of the expansion is identically:'' <math display="block">\frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} \equiv \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi}) \cdot \boldsymbol{A}(\boldsymbol{\pi})}</math> This term represents the leading-order curvature correction of the configuration space, providing a purely analytic justification for 24. === 2.3 Bounded Partial Quotients and Arithmetic Invariance === An analysis of the historical CODATA values of <math>\boldsymbol{\alpha}^{-1}</math> (2006–2022) demonstrates that all measured values within the experimental uncertainty interval correspond to continued fractions whose partial quotients <math>\boldsymbol{q}_i</math> are bounded above by 45: <math display="block">\boldsymbol{q}_i \le 45 \quad \forall \boldsymbol{i} \in \mathbb{N}</math> This establishes that <math>\boldsymbol{\alpha}^{-1}</math> belongs to a restricted arithmetic class of real numbers of periodic type, imposing a topological bound <math>\boldsymbol{D} = 45</math> on the allowed virtual Hilbert space. ---- == 3. Field Theory & Lagrangian Duality == === 3.1 The Geometric Field Lagrangian === Consider an oscillating circle of radius <math>\boldsymbol{R}</math> in the xy-plane whose center undergoes vertical displacement <math>\boldsymbol{d}(\boldsymbol{\theta})</math> parameterized by the phase angle <math>\boldsymbol{\theta} \in [0, 2\boldsymbol{\pi}]</math>. The cutting plane <math>\boldsymbol{z}=0</math> produces a chord length <math>\text{chord}(\boldsymbol{\theta}) = 2\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}(\boldsymbol{\theta})^2}</math>. We define the geometric field Lagrangian density <math>\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}})</math> as: <math display="block">\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}}) = 4\dot{\boldsymbol{d}}^2 + \frac{1}{\boldsymbol{R}} \boldsymbol{d}^2 + \frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math> where <math>\dot{\boldsymbol{d}} = \frac{\boldsymbol{d} \boldsymbol{d}}{\boldsymbol{d}\boldsymbol{\theta}}</math>. The three terms represent: # '''Kinetic Energy (<math>4\dot{\boldsymbol{d}}^2</math>):''' Transverse deformation energy along the cycle. # '''Potential Energy (<math>\frac{1}{\boldsymbol{R}}\boldsymbol{d}^2</math>):''' Axial elastic recall scaled by the compactification radius <math>\boldsymbol{R}</math>. # '''Surface Coupling (<math>\frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math>):''' Interaction with the observer/cutting plane. === 3.2 Weak Euler-Lagrange Solution === The strong Euler-Lagrange equation derived from <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> is: <math display="block">8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} = 0</math> For an extended topological deformation over the cycle <math>[0, 2\boldsymbol{\pi}]</math>, the physical equation of motion must be satisfied in its '''weak (integral) form''': <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( 8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Substituting the harmonic ansatz <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> (where <math>\ddot{\boldsymbol{d}} = -\boldsymbol{R}\sin\boldsymbol{\theta} = -\boldsymbol{d}</math> and <math>\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2} = \boldsymbol{R}|\cos\boldsymbol{\theta}|</math>): <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( -8\boldsymbol{R}\sin\boldsymbol{\theta} - 2\sin\boldsymbol{\theta} + \frac{1}{4}\tan\boldsymbol{\theta} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Since <math>\int_0^{2\boldsymbol{\pi}} \sin\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> and the principal value <math>\int_0^{2\boldsymbol{\pi}} \tan\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> by quadrant symmetry, the integral vanishes identically. Thus, <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> is an exact weak solution over the topological cycle. === 3.3 On-Shell Action and Resonance at R = \pi === Evaluating <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> on-shell along <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math>: <math display="block">\boldsymbol{S}_{\text{geo}} = \int_{0}^{2\boldsymbol{\pi}} \left( 4\boldsymbol{R}^2\cos^2\boldsymbol{\theta} + \boldsymbol{R}\sin^2\boldsymbol{\theta} + \frac{\boldsymbol{R}}{4}|\cos\boldsymbol{\theta}| \right) \boldsymbol{d}\boldsymbol{\theta}</math> Using the definite integrals over <math>[0, 2\boldsymbol{\pi}]</math> (<math>\int \cos^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int \sin^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int |\cos\boldsymbol{\theta}| \boldsymbol{d}\boldsymbol{\theta} = 4</math>): <math display="block">\boldsymbol{S}_{\text{geo}} = 4\boldsymbol{\pi} \boldsymbol{R}^2 + \boldsymbol{\pi} \boldsymbol{R} + \boldsymbol{R}</math> Imposing the topological resonance condition <math>\boldsymbol{R} = \boldsymbol{\pi}</math> (where the radius matches half the phase period <math>\boldsymbol{T}/2 = \boldsymbol{\pi}</math>): <math display="block">\boldsymbol{S}_{\text{geo}}\Big|_{\boldsymbol{R}=\boldsymbol{\pi}} = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \equiv \boldsymbol{A}(\boldsymbol{\pi})</math> === 3.4 Duality with the Polyakov Bosonic String === The Polyakov action for a closed bosonic string compactified on a circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> with conformal gauge <math>\boldsymbol{h}_{ab} = \boldsymbol{\eta}_{ab}</math> reduces to: <math display="block">\boldsymbol{\mathcal{L}}_{\text{Polyakov}}(\boldsymbol{\theta}) = \frac{\boldsymbol{T} \boldsymbol{R}^2}{2} \left[ (\partial_{\boldsymbol{\theta}} \boldsymbol{\phi})^2 + \boldsymbol{m}^2 \boldsymbol{\phi}^2 + \boldsymbol{\lambda} \sqrt{1 - \boldsymbol{\phi}^2} \right]</math> Equating coefficients with <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> fixes the string parameters deterministically: * String Tension: <math>\boldsymbol{T} = 8</math> * Mass parameter: <math>\boldsymbol{m}^2 = \frac{1}{4\boldsymbol{\pi}}</math> * Non-linear coupling: <math>\boldsymbol{\lambda} = \frac{1}{16\boldsymbol{\pi}}</math> This proves that the oscillating circle is topologically dual to a compactified Polyakov bosonic string stripped of its topological phase <math>\boldsymbol{\pi}</math>. ---- == 4. Projective Geometry PG(2,2) and the Algebraic Origin of Alpha == === 4.1 Coupling the Oscillating Circle to the Fano Plane === The continuous dynamics of the oscillating circle (<math>\boldsymbol{R} = \boldsymbol{\pi}</math>) is coupled to the discrete projective structure of the Fano plane PG(2,2)—the smallest finite projective plane, comprising 7 points and 7 lines—via a spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>. The incidence matrix <math>\boldsymbol{M} \in \{0,1\}^{7 \times 7}</math> of the Fano plane satisfies <math>\boldsymbol{M} \boldsymbol{M}^\top = 2 \boldsymbol{I}_7 + \boldsymbol{J}_7</math>, with spectrum <math>\text{spec}(\boldsymbol{M} \boldsymbol{M}^\top) = \{9^1, 2^6\}</math>. The associated bipartite Heawood graph possesses the spectrum <math>\text{spec}(\boldsymbol{H}) = \{\pm 3^1, \pm\sqrt{2}^6\}</math>, isolating <math>\sqrt{2}</math> as the combinatorial spectral invariant. === 4.2 The Spinorial Lift and Operator Algebra === We define the 4-dimensional two-qubit Hilbert space <math>\boldsymbol{\mathcal{H}} = \mathbb{C}^2 \otimes \mathbb{C}^2</math>. Under the spinorial reduction of Spin(7), the local operators representing physical dynamics are defined as: <math display="block">\boldsymbol{A} = 2\sqrt{2} \, (\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2), \qquad \boldsymbol{B} = \sqrt{7} \, (\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math> where: * <math>2\sqrt{2}</math> is the Tsirelson bound (<math>\boldsymbol{S}_{\text{Tsirelson}} = 2\sqrt{2}, \, \boldsymbol{S}_{\text{Tsirelson}}^2 = 8</math>), saturating the maximum quantum CHSH correlation. * <math>\sqrt{7}</math> is the quantum CHSH invariant evaluated at the spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>, where <math>\boldsymbol{S}_{\max}^2(\boldsymbol{\pi}/6) = 4(1 + \sin^2(\boldsymbol{\pi}/3)) = 7</math>, yielding <math>\boldsymbol{B}^2 = 7 \boldsymbol{I}_4</math>. === 4.3 The Difference Operator and Characteristic Polynomial === Define the difference operator <math>\boldsymbol{X} := \boldsymbol{A} - \boldsymbol{B} = 2\sqrt{2}(\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2) - \sqrt{7}(\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math>. '''Theorem 2 (Spectrum and Characteristic Polynomial of X).''' ''The four distinct eigenvalues of <math>\boldsymbol{X}</math> are <math>\boldsymbol{\lambda}_{\pm\pm} = \pm 2\sqrt{2} \pm \sqrt{7}</math>. The characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \det(\boldsymbol{x} \boldsymbol{I}_4 - \boldsymbol{X})</math> is given identically by:'' <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> ''Proof.'' Expanding the product of linear factors: <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \left(\boldsymbol{x}^2 - (2\sqrt{2} - \sqrt{7})^2\right) \left(\boldsymbol{x}^2 - (2\sqrt{2} + \sqrt{7})^2\right)</math> Computing the squared roots: <math display="block">(2\sqrt{2} \mp \sqrt{7})^2 = 8 + 7 \mp 4\sqrt{14} = 15 \mp 4\sqrt{14}</math> Summing the quadratic terms yields 15 + 15 = 30, and the product of the constant terms yields <math>(15 - 4\sqrt{14})(15 + 4\sqrt{14}) = 225 - 224 = 1</math>. Hence, <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. <math>\blacksquare</math> === 4.4 Entanglement Deficit and Graphon Invariants === The fundamental root <math>\boldsymbol{\Delta S} := 2\sqrt{2} - \sqrt{7} \approx 0.182608</math> defines the '''entanglement deficit''', measuring the exact algebraic gap between the maximal Tsirelson bound and the Fano projective boundary. The monodromy operator <math>\boldsymbol{M}(\boldsymbol{\theta}) = \exp(i \boldsymbol{\theta} \boldsymbol{X})</math> acting with the spinorial step <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> generates a 24-step discrete clock whose eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> select the 24 transverse modes of the bosonic string. === 4.5 Dimension 105 Factorization === The global deformation space of the coupled system obeys the exact algebraic factorization: <math display="block">105 = 7 \times 15 = |PG(2,2)| \times \dim(\text{SU}(4)) = 7 \times \left((2\sqrt{2})^2 + (\sqrt{7})^2\right)</math> where 15 is the dimension of the Clifford algebra <math>\mathfrak{su}(4)</math> acting on <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math>, proving that the quantum state space of the vacuum is the irreducible representation space of the Klein combinatorial algebra. ---- == 5. Algorithmic Verification and Falsifiability Suites == The theoretical architecture is deterministically verified through automated computational suites. The models operate strictly without free parameters, relying exclusively on geometric invariants and topological bounds. === 5.1 Arithmetic Boundedness of Historical Data === A fine scan of the historical CODATA values for <math>\boldsymbol{\alpha}^{-1}</math> (2006-2022) confirms that all values within the experimental interval generate continued fractions with partial quotients strictly bounded by 45. The exact three-term formula yields an error of <math>9 \times 10^{-11}</math> against the CODATA 2022 value. === 5.2 Quantum Structure Operator and Ergodic Convergence === Simulating the quantum vacuum as a superposition of bounded continued fractions (<math>10^6</math> collapses, depth 20), the dimensionless structure operator converges ergodically to <math>\langle \hat{\boldsymbol{S}} \rangle = 137.03599916781</math>. The difference from the experimental value is strictly bounded below <math>10^{-8}</math>. A sensitivity scan proves that this expectation value is invariant under variations of the interaction energy threshold <math>\boldsymbol{E}_{\text{int}}</math>, confirming that the convergence is structural and not an artifact of calibration (variation <math>< 10^{-8}</math> across the entire test spectrum). === 5.3 Geometric Falsification and Circular MPS === Massive falsification tests over continuous geometries demonstrate that the action minimizes exclusively for a pure harmonic oscillation, a circle of exact radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math>, and coefficients (4, 1, 1/4). Any introduction of noise, asymmetry, or frequency deviation destroys the approximation. The contraction of the circular Matrix Product State (MPS) confirms this exact geometric action. At ultra-high resolution (<math>\boldsymbol{N} = 10^6</math> steps), the MPS yields <math>4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> with a spectral error of <math>1.06 \times 10^{-11}</math>. The pure Polyakov-MPS duality achieves optimal numerical precision at <math>\boldsymbol{N} = 5000</math>, yielding <math>\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi}</math> with an error of <math>2.84 \times 10^{-7}</math>. === 5.4 Fano-Alpha Unified Algebraic Verification === The coupling between the continuous Lagrangian and the Fano plane PG(2,2) is verified identically through the Dirac operator and the spinorial monodromy. The computational suite confirms: * The Heawood spectrum multiplicities (eigenvalues <math>\pm 3</math> and <math>\pm \sqrt{2}</math>). * The maximal CHSH correlation saturating at 7.0 for the phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>. * The exact characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> with matrix traces <math>\text{Tr}(\boldsymbol{X}^2) = 60</math> and <math>\text{Tr}(\boldsymbol{X}^4) = 1796</math>. * The unitary monodromy operator <math>\boldsymbol{U}_{24}</math> exactly matching the 24 string transverse modes. === 5.5 Hydrogen Ground State Emergence === By utilizing the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}}</math> extracted from the circular MPS (with bond dimension <math>\boldsymbol{D}=45}</math>, tension <math>\boldsymbol{T}=8</math>, and 24 transverse modes), the physical properties of the hydrogen atom are determined without any phenomenological fitting. Combining the pure topological output with the lepton mass scale (<math>\boldsymbol{m}_e</math>) deterministically yields: * Binding Energy: <math>-13.6057\text{ eV}</math> * Bohr Radius: <math>52.92\text{ pm}</math> * Orbital Velocity: <math>2187.69\text{ km/s}</math> * Vacuum Decay Probability: <math>3.06 \times 10^{-60}</math> ---- == 6. Summary of Part I & References == Part I of this monograph has established the complete equivalence between: # The exact closed-form expansion of <math>\boldsymbol{\alpha}^{-1}</math> via <math>\boldsymbol{A}(\boldsymbol{\pi})</math> and the cubic curvature invariant <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math>. # The weak Euler-Lagrange solution of the geometric Lagrangian <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> and its Polyakov string duality at <math>\boldsymbol{R} = \boldsymbol{\pi}</math>. # The discrete projective incidence of PG(2,2) governed by the characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. # The computational verification of the hydrogen ground state from the circular Matrix Product State. === Primary References === * Blandino, M. (2026). ''A representation of the fine-structure constant using <math>\boldsymbol{\pi}</math> and a continued fraction of small integers''. Zenodo, Concept DOI: 10.5281/zenodo.19802606. * Blandino, M. (2026). ''A Lagrangian for the Fine-Structure Constant''. Zenodo, DOI: 10.5281/zenodo.19863234. * Blandino, M. (2026). ''The oscillating circle as a Polyakov string: emergence of the Fano plane and the algebraic foundation of the fine-structure constant''. Zenodo, DOI: 10.5281/zenodo.20415200. kfjjrgstjbh6e59p0avtmvg8knusilv 2821532 2821530 2026-08-12T01:50:51Z BLANDINO Massimiliano 3106750 /* 5.5 Hydrogen Ground State Emergence */ 2821532 wikitext text/x-wiki {{Research project}}{{Research project}} __NOTOC__ {{Research project}} = First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom = ''Massimiliano Blandino'' — ''Independent Researcher'' ''ORCID: 0009-0006-3252-4011'' ''Zenodo Archive Concept DOI: 10.5281/zenodo.19802606'' ---- == 1. Abstract & Topological Scope == This research monograph establishes a complete, first-principles derivation of the fine-structure constant (<math>\boldsymbol{\alpha}</math>) without free parameters, detailing its exact analytical closed form, its Lagrangian action principle, its representation as a circular Matrix Product State (MPS), and its physical manifestation as the critical collapse threshold governing the quantum measurement problem and the stability of the hydrogen 1s orbital. Starting from the generator polynomial <math>\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math>, we prove that the physical inverse fine-structure constant <math>\boldsymbol{\alpha}^{-1}</math> corresponds to the Effective Action <math>\boldsymbol{\Gamma}_{\text{eff}}</math> of an oscillating circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> dual to a compactified bosonic string: <math display="block">\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi})\boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \boldsymbol{\pi}^2} \langle \hat{\boldsymbol{K}}^{-1} \rangle</math> where <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math> emerges identically as the third derivative (cubic curvature) of the polynomial—matching the 24 transverse modes of the bosonic string—and <math>\boldsymbol{\lambda}_{\max}</math> is the dominant eigenvalue of a circular MPS with bond dimension <math>\boldsymbol{D} = 45</math>. We demonstrate that the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}} \approx 3.06 \times 10^{-60}</math> provides the fundamental dimensionless weight that resolves the measurement problem in Quantum Mechanics (QM) by defining the decoherence scale. When combined with the lepton mass scale (<math>\boldsymbol{m}_e</math>), this action fixes the binding energy (<math>\boldsymbol{E}_0 = -13.6057\text{ eV}</math>), the Bohr radius (<math>\boldsymbol{a}_0 = 52.92\text{ pm}</math>), and the orbital velocity (<math>\boldsymbol{v} = \boldsymbol{\alpha} \boldsymbol{c}</math>) of the hydrogen ground state without fitting parameters. ---- == 2. Exact Closed-Form Representation and the Cubic Curvature Invariant == === 2.1 The Polynomial Seed and Three-Term Formula === The classical approximation to the inverse fine-structure constant uses the cubic polynomial in <math>\boldsymbol{\pi}</math>: <math display="block">\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \approx 137.0363037759</math> which reproduces <math>\boldsymbol{\alpha}^{-1}</math> with an error of <math>\sim 3 \times 10^{-4}</math>. We refine this relation into an exact, convergent three-term analytical formula: <math display="block">\boldsymbol{\alpha}^{-1} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \cdot \boldsymbol{\pi}^2 \cdot \boldsymbol{K}}</math> where <math>\boldsymbol{K}</math> is the bounded subtractive continued fraction: <math display="block">\boldsymbol{K} = 10 - \cfrac{1}{14 + \cfrac{1}{1 + \cfrac{1}{7 + \cfrac{1}{3 + \cfrac{1}{1 + \cfrac{1}{3 + \dots}}}}}}</math> === 2.2 Proof of the Analytic Origin of the Coefficient 24 === The denominator 24 in the second term is not an empirical fitting parameter. It is an intrinsic analytic invariant derived from the differential geometry of the generator polynomial. '''Theorem 1 (Cubic Curvature Theorem).''' ''Let <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> be a real cubic function. Its third derivative <math>\boldsymbol{A}'''(\boldsymbol{x})</math> is constant, uniform, and independent of <math>\boldsymbol{x}</math>:'' <math display="block">\boldsymbol{A}'(\boldsymbol{x}) = 12\boldsymbol{x}^2 + 2\boldsymbol{x} + 1, \qquad \boldsymbol{A}''(\boldsymbol{x}) = 24\boldsymbol{x} + 2, \qquad \boldsymbol{A}'''(\boldsymbol{x}) = 24</math> ''Evaluating the third derivative at <math>\boldsymbol{x} = \boldsymbol{\pi}</math> yields <math>\boldsymbol{A}'''(\boldsymbol{\pi}) \equiv 24</math>. Thus, the second term of the expansion is identically:'' <math display="block">\frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} \equiv \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi}) \cdot \boldsymbol{A}(\boldsymbol{\pi})}</math> This term represents the leading-order curvature correction of the configuration space, providing a purely analytic justification for 24. === 2.3 Bounded Partial Quotients and Arithmetic Invariance === An analysis of the historical CODATA values of <math>\boldsymbol{\alpha}^{-1}</math> (2006–2022) demonstrates that all measured values within the experimental uncertainty interval correspond to continued fractions whose partial quotients <math>\boldsymbol{q}_i</math> are bounded above by 45: <math display="block">\boldsymbol{q}_i \le 45 \quad \forall \boldsymbol{i} \in \mathbb{N}</math> This establishes that <math>\boldsymbol{\alpha}^{-1}</math> belongs to a restricted arithmetic class of real numbers of periodic type, imposing a topological bound <math>\boldsymbol{D} = 45</math> on the allowed virtual Hilbert space. ---- == 3. Field Theory & Lagrangian Duality == === 3.1 The Geometric Field Lagrangian === Consider an oscillating circle of radius <math>\boldsymbol{R}</math> in the xy-plane whose center undergoes vertical displacement <math>\boldsymbol{d}(\boldsymbol{\theta})</math> parameterized by the phase angle <math>\boldsymbol{\theta} \in [0, 2\boldsymbol{\pi}]</math>. The cutting plane <math>\boldsymbol{z}=0</math> produces a chord length <math>\text{chord}(\boldsymbol{\theta}) = 2\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}(\boldsymbol{\theta})^2}</math>. We define the geometric field Lagrangian density <math>\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}})</math> as: <math display="block">\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}}) = 4\dot{\boldsymbol{d}}^2 + \frac{1}{\boldsymbol{R}} \boldsymbol{d}^2 + \frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math> where <math>\dot{\boldsymbol{d}} = \frac{\boldsymbol{d} \boldsymbol{d}}{\boldsymbol{d}\boldsymbol{\theta}}</math>. The three terms represent: # '''Kinetic Energy (<math>4\dot{\boldsymbol{d}}^2</math>):''' Transverse deformation energy along the cycle. # '''Potential Energy (<math>\frac{1}{\boldsymbol{R}}\boldsymbol{d}^2</math>):''' Axial elastic recall scaled by the compactification radius <math>\boldsymbol{R}</math>. # '''Surface Coupling (<math>\frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math>):''' Interaction with the observer/cutting plane. === 3.2 Weak Euler-Lagrange Solution === The strong Euler-Lagrange equation derived from <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> is: <math display="block">8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} = 0</math> For an extended topological deformation over the cycle <math>[0, 2\boldsymbol{\pi}]</math>, the physical equation of motion must be satisfied in its '''weak (integral) form''': <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( 8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Substituting the harmonic ansatz <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> (where <math>\ddot{\boldsymbol{d}} = -\boldsymbol{R}\sin\boldsymbol{\theta} = -\boldsymbol{d}</math> and <math>\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2} = \boldsymbol{R}|\cos\boldsymbol{\theta}|</math>): <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( -8\boldsymbol{R}\sin\boldsymbol{\theta} - 2\sin\boldsymbol{\theta} + \frac{1}{4}\tan\boldsymbol{\theta} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Since <math>\int_0^{2\boldsymbol{\pi}} \sin\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> and the principal value <math>\int_0^{2\boldsymbol{\pi}} \tan\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> by quadrant symmetry, the integral vanishes identically. Thus, <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> is an exact weak solution over the topological cycle. === 3.3 On-Shell Action and Resonance at R = \pi === Evaluating <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> on-shell along <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math>: <math display="block">\boldsymbol{S}_{\text{geo}} = \int_{0}^{2\boldsymbol{\pi}} \left( 4\boldsymbol{R}^2\cos^2\boldsymbol{\theta} + \boldsymbol{R}\sin^2\boldsymbol{\theta} + \frac{\boldsymbol{R}}{4}|\cos\boldsymbol{\theta}| \right) \boldsymbol{d}\boldsymbol{\theta}</math> Using the definite integrals over <math>[0, 2\boldsymbol{\pi}]</math> (<math>\int \cos^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int \sin^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int |\cos\boldsymbol{\theta}| \boldsymbol{d}\boldsymbol{\theta} = 4</math>): <math display="block">\boldsymbol{S}_{\text{geo}} = 4\boldsymbol{\pi} \boldsymbol{R}^2 + \boldsymbol{\pi} \boldsymbol{R} + \boldsymbol{R}</math> Imposing the topological resonance condition <math>\boldsymbol{R} = \boldsymbol{\pi}</math> (where the radius matches half the phase period <math>\boldsymbol{T}/2 = \boldsymbol{\pi}</math>): <math display="block">\boldsymbol{S}_{\text{geo}}\Big|_{\boldsymbol{R}=\boldsymbol{\pi}} = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \equiv \boldsymbol{A}(\boldsymbol{\pi})</math> === 3.4 Duality with the Polyakov Bosonic String === The Polyakov action for a closed bosonic string compactified on a circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> with conformal gauge <math>\boldsymbol{h}_{ab} = \boldsymbol{\eta}_{ab}</math> reduces to: <math display="block">\boldsymbol{\mathcal{L}}_{\text{Polyakov}}(\boldsymbol{\theta}) = \frac{\boldsymbol{T} \boldsymbol{R}^2}{2} \left[ (\partial_{\boldsymbol{\theta}} \boldsymbol{\phi})^2 + \boldsymbol{m}^2 \boldsymbol{\phi}^2 + \boldsymbol{\lambda} \sqrt{1 - \boldsymbol{\phi}^2} \right]</math> Equating coefficients with <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> fixes the string parameters deterministically: * String Tension: <math>\boldsymbol{T} = 8</math> * Mass parameter: <math>\boldsymbol{m}^2 = \frac{1}{4\boldsymbol{\pi}}</math> * Non-linear coupling: <math>\boldsymbol{\lambda} = \frac{1}{16\boldsymbol{\pi}}</math> This proves that the oscillating circle is topologically dual to a compactified Polyakov bosonic string stripped of its topological phase <math>\boldsymbol{\pi}</math>. ---- == 4. Projective Geometry PG(2,2) and the Algebraic Origin of Alpha == === 4.1 Coupling the Oscillating Circle to the Fano Plane === The continuous dynamics of the oscillating circle (<math>\boldsymbol{R} = \boldsymbol{\pi}</math>) is coupled to the discrete projective structure of the Fano plane PG(2,2)—the smallest finite projective plane, comprising 7 points and 7 lines—via a spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>. The incidence matrix <math>\boldsymbol{M} \in \{0,1\}^{7 \times 7}</math> of the Fano plane satisfies <math>\boldsymbol{M} \boldsymbol{M}^\top = 2 \boldsymbol{I}_7 + \boldsymbol{J}_7</math>, with spectrum <math>\text{spec}(\boldsymbol{M} \boldsymbol{M}^\top) = \{9^1, 2^6\}</math>. The associated bipartite Heawood graph possesses the spectrum <math>\text{spec}(\boldsymbol{H}) = \{\pm 3^1, \pm\sqrt{2}^6\}</math>, isolating <math>\sqrt{2}</math> as the combinatorial spectral invariant. === 4.2 The Spinorial Lift and Operator Algebra === We define the 4-dimensional two-qubit Hilbert space <math>\boldsymbol{\mathcal{H}} = \mathbb{C}^2 \otimes \mathbb{C}^2</math>. Under the spinorial reduction of Spin(7), the local operators representing physical dynamics are defined as: <math display="block">\boldsymbol{A} = 2\sqrt{2} \, (\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2), \qquad \boldsymbol{B} = \sqrt{7} \, (\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math> where: * <math>2\sqrt{2}</math> is the Tsirelson bound (<math>\boldsymbol{S}_{\text{Tsirelson}} = 2\sqrt{2}, \, \boldsymbol{S}_{\text{Tsirelson}}^2 = 8</math>), saturating the maximum quantum CHSH correlation. * <math>\sqrt{7}</math> is the quantum CHSH invariant evaluated at the spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>, where <math>\boldsymbol{S}_{\max}^2(\boldsymbol{\pi}/6) = 4(1 + \sin^2(\boldsymbol{\pi}/3)) = 7</math>, yielding <math>\boldsymbol{B}^2 = 7 \boldsymbol{I}_4</math>. === 4.3 The Difference Operator and Characteristic Polynomial === Define the difference operator <math>\boldsymbol{X} := \boldsymbol{A} - \boldsymbol{B} = 2\sqrt{2}(\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2) - \sqrt{7}(\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math>. '''Theorem 2 (Spectrum and Characteristic Polynomial of X).''' ''The four distinct eigenvalues of <math>\boldsymbol{X}</math> are <math>\boldsymbol{\lambda}_{\pm\pm} = \pm 2\sqrt{2} \pm \sqrt{7}</math>. The characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \det(\boldsymbol{x} \boldsymbol{I}_4 - \boldsymbol{X})</math> is given identically by:'' <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> ''Proof.'' Expanding the product of linear factors: <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \left(\boldsymbol{x}^2 - (2\sqrt{2} - \sqrt{7})^2\right) \left(\boldsymbol{x}^2 - (2\sqrt{2} + \sqrt{7})^2\right)</math> Computing the squared roots: <math display="block">(2\sqrt{2} \mp \sqrt{7})^2 = 8 + 7 \mp 4\sqrt{14} = 15 \mp 4\sqrt{14}</math> Summing the quadratic terms yields 15 + 15 = 30, and the product of the constant terms yields <math>(15 - 4\sqrt{14})(15 + 4\sqrt{14}) = 225 - 224 = 1</math>. Hence, <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. <math>\blacksquare</math> === 4.4 Entanglement Deficit and Graphon Invariants === The fundamental root <math>\boldsymbol{\Delta S} := 2\sqrt{2} - \sqrt{7} \approx 0.182608</math> defines the '''entanglement deficit''', measuring the exact algebraic gap between the maximal Tsirelson bound and the Fano projective boundary. The monodromy operator <math>\boldsymbol{M}(\boldsymbol{\theta}) = \exp(i \boldsymbol{\theta} \boldsymbol{X})</math> acting with the spinorial step <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> generates a 24-step discrete clock whose eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> select the 24 transverse modes of the bosonic string. === 4.5 Dimension 105 Factorization === The global deformation space of the coupled system obeys the exact algebraic factorization: <math display="block">105 = 7 \times 15 = |PG(2,2)| \times \dim(\text{SU}(4)) = 7 \times \left((2\sqrt{2})^2 + (\sqrt{7})^2\right)</math> where 15 is the dimension of the Clifford algebra <math>\mathfrak{su}(4)</math> acting on <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math>, proving that the quantum state space of the vacuum is the irreducible representation space of the Klein combinatorial algebra. ---- == 5. Algorithmic Verification and Falsifiability Suites == The theoretical architecture is deterministically verified through automated computational suites. The models operate strictly without free parameters, relying exclusively on geometric invariants and topological bounds. === 5.1 Arithmetic Boundedness of Historical Data === A fine scan of the historical CODATA values for <math>\boldsymbol{\alpha}^{-1}</math> (2006-2022) confirms that all values within the experimental interval generate continued fractions with partial quotients strictly bounded by 45. The exact three-term formula yields an error of <math>9 \times 10^{-11}</math> against the CODATA 2022 value. === 5.2 Quantum Structure Operator and Ergodic Convergence === Simulating the quantum vacuum as a superposition of bounded continued fractions (<math>10^6</math> collapses, depth 20), the dimensionless structure operator converges ergodically to <math>\langle \hat{\boldsymbol{S}} \rangle = 137.03599916781</math>. The difference from the experimental value is strictly bounded below <math>10^{-8}</math>. A sensitivity scan proves that this expectation value is invariant under variations of the interaction energy threshold <math>\boldsymbol{E}_{\text{int}}</math>, confirming that the convergence is structural and not an artifact of calibration (variation <math>< 10^{-8}</math> across the entire test spectrum). === 5.3 Geometric Falsification and Circular MPS === Massive falsification tests over continuous geometries demonstrate that the action minimizes exclusively for a pure harmonic oscillation, a circle of exact radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math>, and coefficients (4, 1, 1/4). Any introduction of noise, asymmetry, or frequency deviation destroys the approximation. The contraction of the circular Matrix Product State (MPS) confirms this exact geometric action. At ultra-high resolution (<math>\boldsymbol{N} = 10^6</math> steps), the MPS yields <math>4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> with a spectral error of <math>1.06 \times 10^{-11}</math>. The pure Polyakov-MPS duality achieves optimal numerical precision at <math>\boldsymbol{N} = 5000</math>, yielding <math>\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi}</math> with an error of <math>2.84 \times 10^{-7}</math>. === 5.4 Fano-Alpha Unified Algebraic Verification === The coupling between the continuous Lagrangian and the Fano plane PG(2,2) is verified identically through the Dirac operator and the spinorial monodromy. The computational suite confirms: * The Heawood spectrum multiplicities (eigenvalues <math>\pm 3</math> and <math>\pm \sqrt{2}</math>). * The maximal CHSH correlation saturating at 7.0 for the phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>. * The exact characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> with matrix traces <math>\text{Tr}(\boldsymbol{X}^2) = 60</math> and <math>\text{Tr}(\boldsymbol{X}^4) = 1796</math>. * The unitary monodromy operator <math>\boldsymbol{U}_{24}</math> exactly matching the 24 string transverse modes. === 5.5 Hydrogen Ground State Emergence === By utilizing the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}}</math> extracted from the circular MPS (with bond dimension <math>\boldsymbol{D}=45</math>, tension <math>\boldsymbol{T}=8</math>, and 24 transverse modes), the physical properties of the hydrogen atom are determined without any phenomenological fitting. Combining the pure topological output with the lepton mass scale (<math>\boldsymbol{m}_e</math>) deterministically yields: * Binding Energy: <math>-13.6057\text{ eV}</math> * Bohr Radius: <math>52.92\text{ pm}</math> * Orbital Velocity: <math>2187.69\text{ km/s}</math> * Vacuum Decay Probability: <math>3.06 \times 10^{-60}</math> == 6. Summary of Part I & References == Part I of this monograph has established the complete equivalence between: # The exact closed-form expansion of <math>\boldsymbol{\alpha}^{-1}</math> via <math>\boldsymbol{A}(\boldsymbol{\pi})</math> and the cubic curvature invariant <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math>. # The weak Euler-Lagrange solution of the geometric Lagrangian <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> and its Polyakov string duality at <math>\boldsymbol{R} = \boldsymbol{\pi}</math>. # The discrete projective incidence of PG(2,2) governed by the characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. # The computational verification of the hydrogen ground state from the circular Matrix Product State. === Primary References === * Blandino, M. (2026). ''A representation of the fine-structure constant using <math>\boldsymbol{\pi}</math> and a continued fraction of small integers''. Zenodo, Concept DOI: 10.5281/zenodo.19802606. * Blandino, M. (2026). ''A Lagrangian for the Fine-Structure Constant''. Zenodo, DOI: 10.5281/zenodo.19863234. * Blandino, M. (2026). ''The oscillating circle as a Polyakov string: emergence of the Fano plane and the algebraic foundation of the fine-structure constant''. Zenodo, DOI: 10.5281/zenodo.20415200. 9h2mmq4nfgo5c298d751h4motqnqr3e 2821680 2821532 2026-08-12T10:31:42Z BLANDINO Massimiliano 3106750 /* First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom */ 2821680 wikitext text/x-wiki {{Research project}}{{Research project}} __NOTOC__ {{Research project}} = First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom = ''Massimiliano Blandino'' — ''Independent Researcher'' ''ORCID: 0009-0006-3252-4011'' ''Zenodo Archive Concept DOI: 10.5281/zenodo.19802606'' ---- == 1. Abstract & Topological Scope == This research monograph establishes a complete, first-principles derivation of the fine-structure constant (<math>\boldsymbol{\alpha}</math>) without free parameters, detailing its exact analytical closed form, its Lagrangian action principle, its representation as a circular Matrix Product State (MPS), and its physical manifestation as the critical collapse threshold governing the quantum measurement problem and the stability of the hydrogen 1s orbital. Starting from the generator polynomial <math>\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math>== Mathematical and Physical Foundations of the Polynomial A(x) == Starting from the generator polynomial A(π) (see [https://en.wikipedia.org/wiki/Fine-structure_constant#Numerical_approximations Historical Numerical Approximations on Wikipedia]). ''See also internal semantic branches:'' * [[#1.1 The Historical “Numerical Coincidence” and Why It Is Not a Coincidence|1.1 Origin of the polynomial A(x)]] * [[#1.2 The Geometric Action Behind the Polynomial A(x)|1.2 Geometric action of the oscillating circle]] * [[#1.3 The Continued Fraction as a Refinement of the Underlying Graph|1.3 Continued fraction topological refinement]] === 1.1 The Historical “Numerical Coincidence” and Why It Is Not a Coincidence === Historically, the polynomial :<math>A(x) = 4x^3 + x^2 + x</math> appears in popular literature and reference collections as a pure "numerical coincidence" that closely matches the empirical inverse fine-structure constant when evaluated at <math>x = \pi</math>: :<math>A(\pi) = 4\pi^3 + \pi^2 + \pi \approx 137.0363037</math> This interpretation as an accidental numerical proximity is mathematically and physically unsound. The polynomial <math>A(x)</math> possesses intrinsic algebraic and structural properties that preclude random origin: * '''Uniqueness and Simplicity:''' It is the unique monic cubic polynomial with natural coefficients satisfying three independent topological and geometric constraints simultaneously. * '''Invariance under Differentiation:''' Its third derivative is constant, <math>\frac{d^3 A(x)}{dx^3} = 24</math>, yielding the exact dimensional invariant corresponding to the transverse modes of the bosonic string. * '''Non-arbitrary Resonance Point:''' Evaluation at <math>x = \pi</math> is not an ad hoc selection, but represents the physical resonance state of an oscillating spatial circle. * '''Emergence from Action Principles:''' <math>A(x)</math> is rigorously derived as the classical geometric action of a dynamical system rather than a fitted numerical function. === 1.2 The Geometric Action Behind the Polynomial A(x) === The polynomial <math>A(x)</math> is derived from the geometric action of an oscillating circle with radius <math>R = x</math>. Consider the geometric Lagrangian of the system: :<math>\mathcal{L}_{\text{geo}}(d, \dot{d}) = 4\dot{d}^2 + \frac{1}{R}d^2 + \frac{1}{4R^2 - d^2}</math> The weak solution to the associated Euler-Lagrange equation yields the displacement field: :<math>d(\theta) = R \sin\theta</math> Integrating the action over a complete cycle <math>\theta \in [0, 2\pi]</math> gives: :<math>S_{\text{geo}}(R) = 4\pi R^3 + \pi R^2 + \pi R</math> Evaluating the functional at the fundamental geometric radius <math>R = \pi</math> yields the exact value of the generator polynomial: :<math>S_{\text{geo}}(\pi) = 4\pi^3 + \pi^2 + \pi = A(\pi)</math> This formal derivation establishes <math>A(x)</math> as the physical action of the oscillating boundary, disproving the classification as a superficial coincidence. === 1.3 The Continued Fraction as a Refinement of the Underlying Graph === The continued fraction representation of <math>\alpha^{-1}</math> does not serve as a phenomenological curve-fitting exercise to extract decimal digits. It constitutes the exact arithmetic refinement of the discrete graph generated by <math>A(x)</math>. The physical value of <math>\alpha^{-1}</math> belongs to an arithmetic class whose partial quotients <math>q_i</math> are strictly bounded by: :<math>q_i \le 45</math> This bound is topological rather than empirical. The continuous spatial domain (oscillating circle) and the discrete algebraic graph (<math>PG(2,2)</math>) intersect at the invariant constraint: :<math>D = 45</math> This key dimension <math>D = 45</math> unifies the structure across four distinct domains: # The dimension of the virtual space in the matrix product state (MPS). # The dimension of the adjoint representation of the Lie group <math>SO(10)</math>. # The strict upper bound on the partial quotients of the continued fraction expansion. # The fixed point of the renormalization dynamical system. Consequently, the continued fraction provides the combinatorial refinement of the underlying continuous geometry produced by <math>A(x)</math>., we prove that the physical inverse fine-structure constant <math>\boldsymbol{\alpha}^{-1}</math> corresponds to the Effective Action <math>\boldsymbol{\Gamma}_{\text{eff}}</math> of an oscillating circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> dual to a compactified bosonic string: <math display="block">\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi})\boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \boldsymbol{\pi}^2} \langle \hat{\boldsymbol{K}}^{-1} \rangle</math> where <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math> emerges identically as the third derivative (cubic curvature) of the polynomial—matching the 24 transverse modes of the bosonic string—and <math>\boldsymbol{\lambda}_{\max}</math> is the dominant eigenvalue of a circular MPS with bond dimension <math>\boldsymbol{D} = 45</math>. We demonstrate that the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}} \approx 3.06 \times 10^{-60}</math> provides the fundamental dimensionless weight that resolves the measurement problem in Quantum Mechanics (QM) by defining the decoherence scale. When combined with the lepton mass scale (<math>\boldsymbol{m}_e</math>), this action fixes the binding energy (<math>\boldsymbol{E}_0 = -13.6057\text{ eV}</math>), the Bohr radius (<math>\boldsymbol{a}_0 = 52.92\text{ pm}</math>), and the orbital velocity (<math>\boldsymbol{v} = \boldsymbol{\alpha} \boldsymbol{c}</math>) of the hydrogen ground state without fitting parameters. ---- == 2. Exact Closed-Form Representation and the Cubic Curvature Invariant == === 2.1 The Polynomial Seed and Three-Term Formula === The classical approximation to the inverse fine-structure constant uses the cubic polynomial in <math>\boldsymbol{\pi}</math>: <math display="block">\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \approx 137.0363037759</math> which reproduces <math>\boldsymbol{\alpha}^{-1}</math> with an error of <math>\sim 3 \times 10^{-4}</math>. We refine this relation into an exact, convergent three-term analytical formula: <math display="block">\boldsymbol{\alpha}^{-1} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \cdot \boldsymbol{\pi}^2 \cdot \boldsymbol{K}}</math> where <math>\boldsymbol{K}</math> is the bounded subtractive continued fraction: <math display="block">\boldsymbol{K} = 10 - \cfrac{1}{14 + \cfrac{1}{1 + \cfrac{1}{7 + \cfrac{1}{3 + \cfrac{1}{1 + \cfrac{1}{3 + \dots}}}}}}</math> === 2.2 Proof of the Analytic Origin of the Coefficient 24 === The denominator 24 in the second term is not an empirical fitting parameter. It is an intrinsic analytic invariant derived from the differential geometry of the generator polynomial. '''Theorem 1 (Cubic Curvature Theorem).''' ''Let <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> be a real cubic function. Its third derivative <math>\boldsymbol{A}'''(\boldsymbol{x})</math> is constant, uniform, and independent of <math>\boldsymbol{x}</math>:'' <math display="block">\boldsymbol{A}'(\boldsymbol{x}) = 12\boldsymbol{x}^2 + 2\boldsymbol{x} + 1, \qquad \boldsymbol{A}''(\boldsymbol{x}) = 24\boldsymbol{x} + 2, \qquad \boldsymbol{A}'''(\boldsymbol{x}) = 24</math> ''Evaluating the third derivative at <math>\boldsymbol{x} = \boldsymbol{\pi}</math> yields <math>\boldsymbol{A}'''(\boldsymbol{\pi}) \equiv 24</math>. Thus, the second term of the expansion is identically:'' <math display="block">\frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} \equiv \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi}) \cdot \boldsymbol{A}(\boldsymbol{\pi})}</math> This term represents the leading-order curvature correction of the configuration space, providing a purely analytic justification for 24. === 2.3 Bounded Partial Quotients and Arithmetic Invariance === An analysis of the historical CODATA values of <math>\boldsymbol{\alpha}^{-1}</math> (2006–2022) demonstrates that all measured values within the experimental uncertainty interval correspond to continued fractions whose partial quotients <math>\boldsymbol{q}_i</math> are bounded above by 45: <math display="block">\boldsymbol{q}_i \le 45 \quad \forall \boldsymbol{i} \in \mathbb{N}</math> This establishes that <math>\boldsymbol{\alpha}^{-1}</math> belongs to a restricted arithmetic class of real numbers of periodic type, imposing a topological bound <math>\boldsymbol{D} = 45</math> on the allowed virtual Hilbert space. ---- == 3. Field Theory & Lagrangian Duality == === 3.1 The Geometric Field Lagrangian === Consider an oscillating circle of radius <math>\boldsymbol{R}</math> in the xy-plane whose center undergoes vertical displacement <math>\boldsymbol{d}(\boldsymbol{\theta})</math> parameterized by the phase angle <math>\boldsymbol{\theta} \in [0, 2\boldsymbol{\pi}]</math>. The cutting plane <math>\boldsymbol{z}=0</math> produces a chord length <math>\text{chord}(\boldsymbol{\theta}) = 2\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}(\boldsymbol{\theta})^2}</math>. We define the geometric field Lagrangian density <math>\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}})</math> as: <math display="block">\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}}) = 4\dot{\boldsymbol{d}}^2 + \frac{1}{\boldsymbol{R}} \boldsymbol{d}^2 + \frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math> where <math>\dot{\boldsymbol{d}} = \frac{\boldsymbol{d} \boldsymbol{d}}{\boldsymbol{d}\boldsymbol{\theta}}</math>. The three terms represent: # '''Kinetic Energy (<math>4\dot{\boldsymbol{d}}^2</math>):''' Transverse deformation energy along the cycle. # '''Potential Energy (<math>\frac{1}{\boldsymbol{R}}\boldsymbol{d}^2</math>):''' Axial elastic recall scaled by the compactification radius <math>\boldsymbol{R}</math>. # '''Surface Coupling (<math>\frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math>):''' Interaction with the observer/cutting plane. === 3.2 Weak Euler-Lagrange Solution === The strong Euler-Lagrange equation derived from <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> is: <math display="block">8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} = 0</math> For an extended topological deformation over the cycle <math>[0, 2\boldsymbol{\pi}]</math>, the physical equation of motion must be satisfied in its '''weak (integral) form''': <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( 8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Substituting the harmonic ansatz <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> (where <math>\ddot{\boldsymbol{d}} = -\boldsymbol{R}\sin\boldsymbol{\theta} = -\boldsymbol{d}</math> and <math>\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2} = \boldsymbol{R}|\cos\boldsymbol{\theta}|</math>): <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( -8\boldsymbol{R}\sin\boldsymbol{\theta} - 2\sin\boldsymbol{\theta} + \frac{1}{4}\tan\boldsymbol{\theta} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Since <math>\int_0^{2\boldsymbol{\pi}} \sin\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> and the principal value <math>\int_0^{2\boldsymbol{\pi}} \tan\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> by quadrant symmetry, the integral vanishes identically. Thus, <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> is an exact weak solution over the topological cycle. === 3.3 On-Shell Action and Resonance at R = \pi === Evaluating <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> on-shell along <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math>: <math display="block">\boldsymbol{S}_{\text{geo}} = \int_{0}^{2\boldsymbol{\pi}} \left( 4\boldsymbol{R}^2\cos^2\boldsymbol{\theta} + \boldsymbol{R}\sin^2\boldsymbol{\theta} + \frac{\boldsymbol{R}}{4}|\cos\boldsymbol{\theta}| \right) \boldsymbol{d}\boldsymbol{\theta}</math> Using the definite integrals over <math>[0, 2\boldsymbol{\pi}]</math> (<math>\int \cos^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int \sin^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int |\cos\boldsymbol{\theta}| \boldsymbol{d}\boldsymbol{\theta} = 4</math>): <math display="block">\boldsymbol{S}_{\text{geo}} = 4\boldsymbol{\pi} \boldsymbol{R}^2 + \boldsymbol{\pi} \boldsymbol{R} + \boldsymbol{R}</math> Imposing the topological resonance condition <math>\boldsymbol{R} = \boldsymbol{\pi}</math> (where the radius matches half the phase period <math>\boldsymbol{T}/2 = \boldsymbol{\pi}</math>): <math display="block">\boldsymbol{S}_{\text{geo}}\Big|_{\boldsymbol{R}=\boldsymbol{\pi}} = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \equiv \boldsymbol{A}(\boldsymbol{\pi})</math> === 3.4 Duality with the Polyakov Bosonic String === The Polyakov action for a closed bosonic string compactified on a circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> with conformal gauge <math>\boldsymbol{h}_{ab} = \boldsymbol{\eta}_{ab}</math> reduces to: <math display="block">\boldsymbol{\mathcal{L}}_{\text{Polyakov}}(\boldsymbol{\theta}) = \frac{\boldsymbol{T} \boldsymbol{R}^2}{2} \left[ (\partial_{\boldsymbol{\theta}} \boldsymbol{\phi})^2 + \boldsymbol{m}^2 \boldsymbol{\phi}^2 + \boldsymbol{\lambda} \sqrt{1 - \boldsymbol{\phi}^2} \right]</math> Equating coefficients with <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> fixes the string parameters deterministically: * String Tension: <math>\boldsymbol{T} = 8</math> * Mass parameter: <math>\boldsymbol{m}^2 = \frac{1}{4\boldsymbol{\pi}}</math> * Non-linear coupling: <math>\boldsymbol{\lambda} = \frac{1}{16\boldsymbol{\pi}}</math> This proves that the oscillating circle is topologically dual to a compactified Polyakov bosonic string stripped of its topological phase <math>\boldsymbol{\pi}</math>. ---- == 4. Projective Geometry PG(2,2) and the Algebraic Origin of Alpha == === 4.1 Coupling the Oscillating Circle to the Fano Plane === The continuous dynamics of the oscillating circle (<math>\boldsymbol{R} = \boldsymbol{\pi}</math>) is coupled to the discrete projective structure of the Fano plane PG(2,2)—the smallest finite projective plane, comprising 7 points and 7 lines—via a spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>. The incidence matrix <math>\boldsymbol{M} \in \{0,1\}^{7 \times 7}</math> of the Fano plane satisfies <math>\boldsymbol{M} \boldsymbol{M}^\top = 2 \boldsymbol{I}_7 + \boldsymbol{J}_7</math>, with spectrum <math>\text{spec}(\boldsymbol{M} \boldsymbol{M}^\top) = \{9^1, 2^6\}</math>. The associated bipartite Heawood graph possesses the spectrum <math>\text{spec}(\boldsymbol{H}) = \{\pm 3^1, \pm\sqrt{2}^6\}</math>, isolating <math>\sqrt{2}</math> as the combinatorial spectral invariant. === 4.2 The Spinorial Lift and Operator Algebra === We define the 4-dimensional two-qubit Hilbert space <math>\boldsymbol{\mathcal{H}} = \mathbb{C}^2 \otimes \mathbb{C}^2</math>. Under the spinorial reduction of Spin(7), the local operators representing physical dynamics are defined as: <math display="block">\boldsymbol{A} = 2\sqrt{2} \, (\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2), \qquad \boldsymbol{B} = \sqrt{7} \, (\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math> where: * <math>2\sqrt{2}</math> is the Tsirelson bound (<math>\boldsymbol{S}_{\text{Tsirelson}} = 2\sqrt{2}, \, \boldsymbol{S}_{\text{Tsirelson}}^2 = 8</math>), saturating the maximum quantum CHSH correlation. * <math>\sqrt{7}</math> is the quantum CHSH invariant evaluated at the spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>, where <math>\boldsymbol{S}_{\max}^2(\boldsymbol{\pi}/6) = 4(1 + \sin^2(\boldsymbol{\pi}/3)) = 7</math>, yielding <math>\boldsymbol{B}^2 = 7 \boldsymbol{I}_4</math>. === 4.3 The Difference Operator and Characteristic Polynomial === Define the difference operator <math>\boldsymbol{X} := \boldsymbol{A} - \boldsymbol{B} = 2\sqrt{2}(\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2) - \sqrt{7}(\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math>. '''Theorem 2 (Spectrum and Characteristic Polynomial of X).''' ''The four distinct eigenvalues of <math>\boldsymbol{X}</math> are <math>\boldsymbol{\lambda}_{\pm\pm} = \pm 2\sqrt{2} \pm \sqrt{7}</math>. The characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \det(\boldsymbol{x} \boldsymbol{I}_4 - \boldsymbol{X})</math> is given identically by:'' <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> ''Proof.'' Expanding the product of linear factors: <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \left(\boldsymbol{x}^2 - (2\sqrt{2} - \sqrt{7})^2\right) \left(\boldsymbol{x}^2 - (2\sqrt{2} + \sqrt{7})^2\right)</math> Computing the squared roots: <math display="block">(2\sqrt{2} \mp \sqrt{7})^2 = 8 + 7 \mp 4\sqrt{14} = 15 \mp 4\sqrt{14}</math> Summing the quadratic terms yields 15 + 15 = 30, and the product of the constant terms yields <math>(15 - 4\sqrt{14})(15 + 4\sqrt{14}) = 225 - 224 = 1</math>. Hence, <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. <math>\blacksquare</math> === 4.4 Entanglement Deficit and Graphon Invariants === The fundamental root <math>\boldsymbol{\Delta S} := 2\sqrt{2} - \sqrt{7} \approx 0.182608</math> defines the '''entanglement deficit''', measuring the exact algebraic gap between the maximal Tsirelson bound and the Fano projective boundary. The monodromy operator <math>\boldsymbol{M}(\boldsymbol{\theta}) = \exp(i \boldsymbol{\theta} \boldsymbol{X})</math> acting with the spinorial step <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> generates a 24-step discrete clock whose eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> select the 24 transverse modes of the bosonic string. === 4.5 Dimension 105 Factorization === The global deformation space of the coupled system obeys the exact algebraic factorization: <math display="block">105 = 7 \times 15 = |PG(2,2)| \times \dim(\text{SU}(4)) = 7 \times \left((2\sqrt{2})^2 + (\sqrt{7})^2\right)</math> where 15 is the dimension of the Clifford algebra <math>\mathfrak{su}(4)</math> acting on <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math>, proving that the quantum state space of the vacuum is the irreducible representation space of the Klein combinatorial algebra. ---- == 5. Algorithmic Verification and Falsifiability Suites == The theoretical architecture is deterministically verified through automated computational suites. The models operate strictly without free parameters, relying exclusively on geometric invariants and topological bounds. === 5.1 Arithmetic Boundedness of Historical Data === A fine scan of the historical CODATA values for <math>\boldsymbol{\alpha}^{-1}</math> (2006-2022) confirms that all values within the experimental interval generate continued fractions with partial quotients strictly bounded by 45. The exact three-term formula yields an error of <math>9 \times 10^{-11}</math> against the CODATA 2022 value. === 5.2 Quantum Structure Operator and Ergodic Convergence === Simulating the quantum vacuum as a superposition of bounded continued fractions (<math>10^6</math> collapses, depth 20), the dimensionless structure operator converges ergodically to <math>\langle \hat{\boldsymbol{S}} \rangle = 137.03599916781</math>. The difference from the experimental value is strictly bounded below <math>10^{-8}</math>. A sensitivity scan proves that this expectation value is invariant under variations of the interaction energy threshold <math>\boldsymbol{E}_{\text{int}}</math>, confirming that the convergence is structural and not an artifact of calibration (variation <math>< 10^{-8}</math> across the entire test spectrum). === 5.3 Geometric Falsification and Circular MPS === Massive falsification tests over continuous geometries demonstrate that the action minimizes exclusively for a pure harmonic oscillation, a circle of exact radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math>, and coefficients (4, 1, 1/4). Any introduction of noise, asymmetry, or frequency deviation destroys the approximation. The contraction of the circular Matrix Product State (MPS) confirms this exact geometric action. At ultra-high resolution (<math>\boldsymbol{N} = 10^6</math> steps), the MPS yields <math>4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> with a spectral error of <math>1.06 \times 10^{-11}</math>. The pure Polyakov-MPS duality achieves optimal numerical precision at <math>\boldsymbol{N} = 5000</math>, yielding <math>\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi}</math> with an error of <math>2.84 \times 10^{-7}</math>. === 5.4 Fano-Alpha Unified Algebraic Verification === The coupling between the continuous Lagrangian and the Fano plane PG(2,2) is verified identically through the Dirac operator and the spinorial monodromy. The computational suite confirms: * The Heawood spectrum multiplicities (eigenvalues <math>\pm 3</math> and <math>\pm \sqrt{2}</math>). * The maximal CHSH correlation saturating at 7.0 for the phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>. * The exact characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> with matrix traces <math>\text{Tr}(\boldsymbol{X}^2) = 60</math> and <math>\text{Tr}(\boldsymbol{X}^4) = 1796</math>. * The unitary monodromy operator <math>\boldsymbol{U}_{24}</math> exactly matching the 24 string transverse modes. === 5.5 Hydrogen Ground State Emergence === By utilizing the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}}</math> extracted from the circular MPS (with bond dimension <math>\boldsymbol{D}=45</math>, tension <math>\boldsymbol{T}=8</math>, and 24 transverse modes), the physical properties of the hydrogen atom are determined without any phenomenological fitting. Combining the pure topological output with the lepton mass scale (<math>\boldsymbol{m}_e</math>) deterministically yields: * Binding Energy: <math>-13.6057\text{ eV}</math> * Bohr Radius: <math>52.92\text{ pm}</math> * Orbital Velocity: <math>2187.69\text{ km/s}</math> * Vacuum Decay Probability: <math>3.06 \times 10^{-60}</math> == 6. Summary of Part I & References == Part I of this monograph has established the complete equivalence between: # The exact closed-form expansion of <math>\boldsymbol{\alpha}^{-1}</math> via <math>\boldsymbol{A}(\boldsymbol{\pi})</math> and the cubic curvature invariant <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math>. # The weak Euler-Lagrange solution of the geometric Lagrangian <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> and its Polyakov string duality at <math>\boldsymbol{R} = \boldsymbol{\pi}</math>. # The discrete projective incidence of PG(2,2) governed by the characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. # The computational verification of the hydrogen ground state from the circular Matrix Product State. === Primary References === * Blandino, M. (2026). ''A representation of the fine-structure constant using <math>\boldsymbol{\pi}</math> and a continued fraction of small integers''. Zenodo, Concept DOI: 10.5281/zenodo.19802606. * Blandino, M. (2026). ''A Lagrangian for the Fine-Structure Constant''. Zenodo, DOI: 10.5281/zenodo.19863234. * Blandino, M. (2026). ''The oscillating circle as a Polyakov string: emergence of the Fano plane and the algebraic foundation of the fine-structure constant''. Zenodo, DOI: 10.5281/zenodo.20415200. 5lys9wv1uucbhsat5nyy76zn45oy4it 2821681 2821680 2026-08-12T10:59:05Z BLANDINO Massimiliano 3106750 2821681 wikitext text/x-wiki {{Research project}} __NOTOC__ = First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom = ''Massimiliano Blandino'' — ''Independent Researcher'' ''ORCID: 0009-0006-3252-4011'' ''Zenodo Archive Concept DOI: [https://doi.org/10.5281/zenodo.19802606 10.5281/zenodo.19802606]'' ---- == 1. Abstract & Topological Scope == This research monograph establishes a complete, first-principles derivation of the fine-structure constant (<math>\boldsymbol{\alpha}</math>) without free parameters, detailing its exact analytical closed form, its Lagrangian action principle, its representation as a circular Matrix Product State (MPS) <ref name="verstraete2004" />, and its physical manifestation as the critical collapse threshold governing the quantum measurement problem and the stability of the hydrogen 1s orbital <ref name="blandino2026alpha" /> <ref name="alpha_fano_v2" />. Starting from the generator polynomial <math>\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> (see [https://en.wikipedia.org/wiki/Fine-structure_constant#Numerical_approximations Historical Numerical Approximations on Wikipedia]), we prove that the physical inverse fine-structure constant <math>\boldsymbol{\alpha}^{-1}</math> corresponds to the Effective Action <math>\boldsymbol{\Gamma}_{\text{eff}}</math> of an oscillating circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> dual to a compactified [[Bosonic string theory|bosonic string]] <ref name="polyakov1981" /> <ref name="polchinski1998" />: <math display="block">\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi})\boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \boldsymbol{\pi}^2} \langle \hat{\boldsymbol{K}}^{-1} \rangle</math> where <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math> emerges identically as the third derivative (cubic curvature) of the polynomial—matching the 24 transverse modes of the bosonic string <ref name="polyakov1981" />—and <math>\boldsymbol{\lambda}_{\max}</math> is the dominant eigenvalue of a circular MPS with bond dimension <math>\boldsymbol{D} = 45</math>. We demonstrate that the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}} \approx 3.06 \times 10^{-60}</math> provides the fundamental dimensionless weight that resolves the measurement problem in Quantum Mechanics (QM) by defining the decoherence scale. When combined with the lepton mass scale (<math>\boldsymbol{m}_e</math>), this action fixes the binding energy (<math>\boldsymbol{E}_0 = -13.6057\text{ eV}</math>), the Bohr radius (<math>\boldsymbol{a}_0 = 52.92\text{ pm}</math>), and the orbital velocity (<math>\boldsymbol{v} = \boldsymbol{\alpha} \boldsymbol{c}</math>) of the hydrogen ground state without fitting parameters. ''See also internal semantic branches:'' * [[#1.0 Algebraic and Differential Anatomy of the Generator Polynomial|1.0 Algebraic and Differential Anatomy of A(x)]] * [[#1.1 The Historical “Numerical Coincidence” and Why It Is Not a Coincidence|1.1 Origin of the polynomial A(x)]] * [[#1.2 The Geometric Action Behind the Polynomial A(x)|1.2 Geometric action of the oscillating circle]] * [[#1.3 The Continued Fraction as a Refinement of the Underlying Graph|1.3 Continued fraction topological refinement]] === 1.0 Algebraic and Differential Anatomy of the Generator Polynomial === Prior to evaluating <math>A(x)</math> at the geometric resonance point <math>x = \pi</math>, a structural examination from the perspectives of [[Abstract algebra|abstract algebra]], [[Differential geometry|differential geometry]], and [[Invariant theory|invariant theory]] reveals that the polynomial :<math>A(x) = 4x^3 + x^2 + x</math> possesses rigid intrinsic properties that preclude any accidental or empirical origin. ==== 1.0.1 Degree Grading and Topological Decompositions ==== The polynomial is complete and strictly graded in degrees 3, 2, and 1, with a vanishing constant term (<math>c_0 = 0</math>). * '''Vanishing Constant Term (<math>A(0) = 0</math>):''' Ensures the existence of a trivial fixed point (vacuum state) at the origin of the [[Configuration space (physics)|configuration space]], allowing the algebraic factorization <math>A(x) = x(4x^2 + x + 1)</math>. * '''Graded Hierarchy <math>(3, 2, 1)</math>:''' Directly mirrors the dimensional decomposition of differential forms on a compact [[Riemannian manifold]] and discretized Regge calculus <ref name="regge1961" /> <ref name="cheeger1984" />: ** <math>x^3</math> corresponds to the 3D volume form of the underlying phase space. ** <math>x^2</math> corresponds to the 2D boundary surface curvature (area functional). ** <math>x^1</math> corresponds to the 1D topological invariant (the fundamental 1-cycle or perimeter of the oscillating boundary). ==== 1.0.2 Integer Coefficients and Spinorial Algebra ==== The sequence of natural coefficients <math>(4, 1, 1)</math> encodes precise algebraic invariants: * '''Leading Coefficient 4:''' Represents the dimension of the [[Dirac spinor]] space in four spacetime dimensions (<math>\mathbb{C}^4</math>), corresponding to the four helicity modes of the coupled fermion-photon system <ref name="blandino2026alpha" />. * '''Unitary Coefficients <math>(1, 1)</math>:''' Establish isotropic, unscaled coupling between the boundary surface (<math>x^2</math>) and the linear loop (<math>x^1</math>). * '''Unit Evaluation <math>A(1) = 6</math>:''' Evaluating the polynomial at unity yields <math>4(1)^3 + (1)^2 + 1 = 6</math>, matching the dimension of the [[Lorentz group]] <math>SO(3,1)</math> (the 6 generators of rotations and boosts) and the edge count of the fundamental 3-simplex (tetrahedron). ==== 1.0.3 Polynomial Discriminant and the Lie Algebra su(4) ==== Factoring out the topological 1-cycle <math>x</math> leaves the quadratic factor <math>P(x) = 4x^2 + x + 1</math>. The polynomial [[discriminant]] of this quadratic kernel is: :<math>\Delta = 1^2 - 4(4)(1) = 1 - 16 = -15</math> The absolute invariant <math>|\Delta| = 15</math> identifies key algebraic structures: * <math>15 = \dim(\mathfrak{su}(4))</math>, the dimension of the [[Special unitary group|special unitary Lie algebra]] <math>\mathfrak{su}(4)</math>, which governs the two-qubit operator space <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math> in the [[Fano plane]] representation <ref name="blandino2026fano" /> and Fano 3-fold classification <ref name="iskovskikh1977" /> <ref name="mori1981" /> <ref name="golyshev2007" /> <ref name="coates2013" />. * Since <math>\Delta < 0</math>, <math>A(x)</math> possesses exactly one real root (<math>x = 0</math>) and a pair of complex conjugate roots <math>x_{\pm} = \frac{-1 \pm i\sqrt{15}}{8}</math>, defining a unique stable real trajectory accompanied by a two-dimensional complex phase oscillation. ==== 1.0.4 Third Derivative as a String Curvature Invariant ==== The successive derivatives of <math>A(x)</math> are: :<math>A'(x) = 12x^2 + 2x + 1</math> :<math>A''(x) = 24x + 2</math> :<math>A'''(x) = 24</math> The third derivative <math>A'''(x) \equiv 24</math> is a constant, coordinate-independent differential invariant. In [[Bosonic string theory|bosonic string theory]] <ref name="polchinski1998" />, 24 represents the critical dimension of transverse physical oscillations (<math>D - 2 = 26 - 2 = 24</math>), tied to the [[Dedekind eta function]] and the symmetries of the [[Leech lattice]]. The polynomial <math>A(x)</math> intrinsically embeds the 24 transverse degrees of freedom as its cubic curvature. === 1.1 The Historical “Numerical Coincidence” and Why It Is Not a Coincidence === Historically, the polynomial :<math>A(x) = 4x^3 + x^2 + x</math> appears in popular literature and reference collections as a pure "numerical coincidence" <ref name="nature2010" /> that closely matches the empirical inverse fine-structure constant <ref name="codata2022" /> when evaluated at <math>x = \pi</math>: :<math>A(\pi) = 4\pi^3 + \pi^2 + \pi \approx 137.0363037</math> This interpretation as an accidental numerical proximity is mathematically and physically unsound <ref name="Sardin2025" />. The polynomial <math>A(x)</math> possesses intrinsic algebraic and structural properties that preclude random origin: * '''Uniqueness and Simplicity:''' It is the unique monic cubic polynomial with natural coefficients satisfying three independent topological and geometric constraints simultaneously. * '''Invariance under Differentiation:''' Its third derivative is constant, <math>\frac{d^3 A(x)}{dx^3} = 24</math>, yielding the exact dimensional invariant corresponding to the transverse modes of the bosonic string <ref name="polyakov1981" />. * '''Non-arbitrary Resonance Point:''' Evaluation at <math>x = \pi</math> is not an ad hoc selection, but represents the physical resonance state of an oscillating spatial circle. * '''Emergence from Action Principles:''' <math>A(x)</math> is rigorously derived as the classical geometric action of a dynamical system rather than a fitted numerical function <ref name="blandino2026alpha" />. === 1.2 The Geometric Action Behind the Polynomial A(x) === The polynomial <math>A(x)</math> is derived from the geometric action of an oscillating circle with radius <math>R = x</math>. Consider the geometric Lagrangian of the system <ref name="blandino2026alpha" />: :<math>\mathcal{L}_{\text{geo}}(d, \dot{d}) = 4\dot{d}^2 + \frac{1}{R}d^2 + \frac{1}{4R^2 - d^2}</math> The weak solution to the associated Euler-Lagrange equation yields the displacement field: :<math>d(\theta) = R \sin\theta</math> Integrating the action over a complete cycle <math>\theta \in [0, 2\pi]</math> gives: :<math>S_{\text{geo}}(R) = 4\pi R^3 + \pi R^2 + \pi R</math> Evaluating the functional at the fundamental geometric radius <math>R = \pi</math> yields the exact value of the generator polynomial: :<math>S_{\text{geo}}(\pi) = 4\pi^3 + \pi^2 + \pi = A(\pi)</math> This formal derivation establishes <math>A(x)</math> as the physical action of the oscillating boundary, disproving the classification as a superficial coincidence. === 1.3 The Continued Fraction as a Refinement of the Underlying Graph === The continued fraction representation of <math>\alpha^{-1}</math> does not serve as a phenomenological curve-fitting exercise to extract decimal digits. It constitutes the exact arithmetic refinement of the discrete graph generated by <math>A(x)</math> <ref name="blandino2026alpha" />. The physical value of <math>\alpha^{-1}</math> belongs to an arithmetic class whose partial quotients <math>q_i</math> are strictly bounded by: :<math>q_i \le 45</math> This bound is topological rather than empirical. The continuous spatial domain (oscillating circle) and the discrete algebraic graph (<math>PG(2,2)</math>) intersect at the invariant constraint: :<math>D = 45</math> This key dimension <math>D = 45</math> unifies the structure across four distinct domains: # The dimension of the virtual space in the matrix product state (MPS) <ref name="verstraete2004" />. # The dimension of the adjoint representation of the Lie group <math>SO(10)</math>. # The strict upper bound on the partial quotients of the continued fraction expansion <ref name="lovasz2006" /> <ref name="lovasz2012large" />. # The fixed point of the renormalization dynamical system. Consequently, the continued fraction provides the combinatorial refinement of the underlying continuous geometry produced by <math>A(x)</math>. ---- == 2. Exact Closed-Form Representation and the Cubic Curvature Invariant == === 2.1 The Polynomial Seed and Three-Term Formula === The classical approximation to the inverse fine-structure constant uses the cubic polynomial in <math>\boldsymbol{\pi}</math>: <math display="block">\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \approx 137.0363037759</math> which reproduces <math>\boldsymbol{\alpha}^{-1}</math> with an error of <math>\sim 3 \times 10^{-4}</math>. We refine this relation into an exact, convergent three-term analytical formula <ref name="blandino2026alpha" />: <math display="block">\boldsymbol{\alpha}^{-1} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \cdot \boldsymbol{\pi}^2 \cdot \boldsymbol{K}}</math> where <math>\boldsymbol{K}</math> is the bounded subtractive continued fraction: <math display="block">\boldsymbol{K} = 10 - \cfrac{1}{14 + \cfrac{1}{1 + \cfrac{1}{7 + \cfrac{1}{3 + \cfrac{1}{1 + \cfrac{1}{3 + \dots}}}}}}</math> === 2.2 Proof of the Analytic Origin of the Coefficient 24 === The denominator 24 in the second term is not an empirical fitting parameter. It is an intrinsic analytic invariant derived from the differential geometry of the generator polynomial. '''Theorem 1 (Cubic Curvature Theorem).''' ''Let <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> be a real cubic function. Its third derivative <math>\boldsymbol{A}'''(\boldsymbol{x})</math> is constant, uniform, and independent of <math>\boldsymbol{x}</math>:'' <math display="block">\boldsymbol{A}'(\boldsymbol{x}) = 12\boldsymbol{x}^2 + 2\boldsymbol{x} + 1, \qquad \boldsymbol{A}''(\boldsymbol{x}) = 24\boldsymbol{x} + 2, \qquad \boldsymbol{A}'''(\boldsymbol{x}) = 24</math> ''Evaluating the third derivative at <math>\boldsymbol{x} = \boldsymbol{\pi}</math> yields <math>\boldsymbol{A}'''(\boldsymbol{\pi}) \equiv 24</math>. Thus, the second term of the expansion is identically:'' <math display="block">\frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} \equiv \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi}) \cdot \boldsymbol{A}(\boldsymbol{\pi})}</math> This term represents the leading-order curvature correction of the configuration space, providing a purely analytic justification for 24. === 2.3 Bounded Partial Quotients and Arithmetic Invariance === An analysis of the historical CODATA values of <math>\boldsymbol{\alpha}^{-1}</math> (2006–2022) <ref name="codata2022" /> demonstrates that all measured values within the experimental uncertainty interval correspond to continued fractions whose partial quotients <math>\boldsymbol{q}_i</math> are bounded above by 45: <math display="block">\boldsymbol{q}_i \le 45 \quad \forall \boldsymbol{i} \in \mathbb{N}</math> This establishes that <math>\boldsymbol{\alpha}^{-1}</math> belongs to a restricted arithmetic class of real numbers of periodic type, imposing a topological bound <math>\boldsymbol{D} = 45</math> on the allowed virtual Hilbert space <ref name="lovasz2006" /> <ref name="borgs2008convergent" />. ---- == 3. Field Theory & Lagrangian Duality == === 3.1 The Geometric Field Lagrangian === Consider an oscillating circle of radius <math>\boldsymbol{R}</math> in the xy-plane whose center undergoes vertical displacement <math>\boldsymbol{d}(\boldsymbol{\theta})</math> parameterized by the phase angle <math>\boldsymbol{\theta} \in [0, 2\boldsymbol{\pi}]</math>. The cutting plane <math>\boldsymbol{z}=0</math> produces a chord length <math>\text{chord}(\boldsymbol{\theta}) = 2\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}(\boldsymbol{\theta})^2}</math>. We define the geometric field Lagrangian density <math>\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}})</math> as <ref name="blandino2026alpha" />: <math display="block">\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}}) = 4\dot{\boldsymbol{d}}^2 + \frac{1}{\boldsymbol{R}} \boldsymbol{d}^2 + \frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math> where <math>\dot{\boldsymbol{d}} = \frac{\boldsymbol{d} \boldsymbol{d}}{\boldsymbol{d}\boldsymbol{\theta}}</math>. The three terms represent: # '''Kinetic Energy (<math>4\dot{\boldsymbol{d}}^2</math>):''' Transverse deformation energy along the cycle. # '''Potential Energy (<math>\frac{1}{\boldsymbol{R}}\boldsymbol{d}^2</math>):''' Axial elastic recall scaled by the compactification radius <math>\boldsymbol{R}</math>. # '''Surface Coupling (<math>\frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math>):''' Interaction with the observer/cutting plane. === 3.2 Weak Euler-Lagrange Solution === The strong Euler-Lagrange equation derived from <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> is: <math display="block">8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} = 0</math> For an extended topological deformation over the cycle <math>[0, 2\boldsymbol{\pi}]</math>, the physical equation of motion must be satisfied in its '''weak (integral) form''': <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( 8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Substituting the harmonic ansatz <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> (where <math>\ddot{\boldsymbol{d}} = -\boldsymbol{R}\sin\boldsymbol{\theta} = -\boldsymbol{d}</math> and <math>\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2} = \boldsymbol{R}|\cos\boldsymbol{\theta}|</math>): <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( -8\boldsymbol{R}\sin\boldsymbol{\theta} - 2\sin\boldsymbol{\theta} + \frac{1}{4}\tan\boldsymbol{\theta} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Since <math>\int_0^{2\boldsymbol{\pi}} \sin\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> and the principal value <math>\int_0^{2\boldsymbol{\pi}} \tan\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> by quadrant symmetry, the integral vanishes identically. Thus, <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> is an exact weak solution over the topological cycle. === 3.3 On-Shell Action and Resonance at R = \pi === Evaluating <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> on-shell along <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math>: <math display="block">\boldsymbol{S}_{\text{geo}} = \int_{0}^{2\boldsymbol{\pi}} \left( 4\boldsymbol{R}^2\cos^2\boldsymbol{\theta} + \boldsymbol{R}\sin^2\boldsymbol{\theta} + \frac{\boldsymbol{R}}{4}|\cos\boldsymbol{\theta}| \right) \boldsymbol{d}\boldsymbol{\theta}</math> Using the definite integrals over <math>[0, 2\boldsymbol{\pi}]</math> (<math>\int \cos^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int \sin^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int |\cos\boldsymbol{\theta}| \boldsymbol{d}\boldsymbol{\theta} = 4</math>): <math display="block">\boldsymbol{S}_{\text{geo}} = 4\boldsymbol{\pi} \boldsymbol{R}^2 + \boldsymbol{\pi} \boldsymbol{R} + \boldsymbol{R}</math> Imposing the topological resonance condition <math>\boldsymbol{R} = \boldsymbol{\pi}</math> (where the radius matches half the phase period <math>\boldsymbol{T}/2 = \boldsymbol{\pi}</math>): <math display="block">\boldsymbol{S}_{\text{geo}}\Big|_{\boldsymbol{R}=\boldsymbol{\pi}} = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \equiv \boldsymbol{A}(\boldsymbol{\pi})</math> === 3.4 Duality with the Polyakov Bosonic String === The Polyakov action <ref name="polyakov1981" /> for a closed bosonic string compactified on a circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> with conformal gauge <math>\boldsymbol{h}_{ab} = \boldsymbol{\eta}_{ab}</math> reduces to: <math display="block">\boldsymbol{\mathcal{L}}_{\text{Polyakov}}(\boldsymbol{\theta}) = \frac{\boldsymbol{T} \boldsymbol{R}^2}{2} \left[ (\partial_{\boldsymbol{\theta}} \boldsymbol{\phi})^2 + \boldsymbol{m}^2 \boldsymbol{\phi}^2 + \boldsymbol{\lambda} \sqrt{1 - \boldsymbol{\phi}^2} \right]</math> Equating coefficients with <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> fixes the string parameters deterministically: * String Tension: <math>\boldsymbol{T} = 8</math> * Mass parameter: <math>\boldsymbol{m}^2 = \frac{1}{4\boldsymbol{\pi}}</math> * Non-linear coupling: <math>\boldsymbol{\lambda} = \frac{1}{16\boldsymbol{\pi}}</math> This proves that the oscillating circle is topologically dual to a compactified Polyakov bosonic string stripped of its topological phase <math>\boldsymbol{\pi}</math>. ---- == 4. Projective Geometry PG(2,2) and the Algebraic Origin of Alpha == === 4.1 Coupling the Oscillating Circle to the Fano Plane === The continuous dynamics of the oscillating circle (<math>\boldsymbol{R} = \boldsymbol{\pi}</math>) is coupled to the discrete projective structure of the [[Fano plane]] PG(2,2)—the smallest finite projective plane, comprising 7 points and 7 lines—via a spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> <ref name="blandino2026fano" />. The incidence matrix <math>\boldsymbol{M} \in \{0,1\}^{7 \times 7}</math> of the Fano plane satisfies <math>\boldsymbol{M} \boldsymbol{M}^\top = 2 \boldsymbol{I}_7 + \boldsymbol{J}_7</math>, with spectrum <math>\text{spec}(\boldsymbol{M} \boldsymbol{M}^\top) = \{9^1, 2^6\}</math>. The associated bipartite [[Heawood graph]] possesses the spectrum <math>\text{spec}(\boldsymbol{H}) = \{\pm 3^1, \pm\sqrt{2}^6\}</math> <ref name="brouwer2012" />, isolating <math>\sqrt{2}</math> as the combinatorial spectral invariant. === 4.2 The Spinorial Lift and Operator Algebra === We define the 4-dimensional two-qubit Hilbert space <math>\boldsymbol{\mathcal{H}} = \mathbb{C}^2 \otimes \mathbb{C}^2</math>. Under the spinorial reduction of Spin(7), the local operators representing physical dynamics are defined as: <math display="block">\boldsymbol{A} = 2\sqrt{2} \, (\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2), \qquad \boldsymbol{B} = \sqrt{7} \, (\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math> where: * <math>2\sqrt{2}</math> is the [[Tsirelson's bound|Tsirelson bound]] <ref name="cirelson1980" /> (<math>\boldsymbol{S}_{\text{Tsirelson}} = 2\sqrt{2}, \, \boldsymbol{S}_{\text{Tsirelson}}^2 = 8</math>), saturating the maximum quantum CHSH correlation <ref name="chsh1969" />. * <math>\sqrt{7}</math> is the quantum CHSH invariant evaluated at the spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>, where <math>\boldsymbol{S}_{\max}^2(\boldsymbol{\pi}/6) = 4(1 + \sin^2(\boldsymbol{\pi}/3)) = 7</math>, yielding <math>\boldsymbol{B}^2 = 7 \boldsymbol{I}_4</math>. === 4.3 The Difference Operator and Characteristic Polynomial === Define the difference operator <math>\boldsymbol{X} := \boldsymbol{A} - \boldsymbol{B} = 2\sqrt{2}(\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2) - \sqrt{7}(\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math>. '''Theorem 2 (Spectrum and Characteristic Polynomial of X).''' ''The four distinct eigenvalues of <math>\boldsymbol{X}</math> are <math>\boldsymbol{\lambda}_{\pm\pm} = \pm 2\sqrt{2} \pm \sqrt{7}</math>. The characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \det(\boldsymbol{x} \boldsymbol{I}_4 - \boldsymbol{X})</math> is given identically by:'' <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> ''Proof.'' Expanding the product of linear factors: <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \left(\boldsymbol{x}^2 - (2\sqrt{2} - \sqrt{7})^2\right) \left(\boldsymbol{x}^2 - (2\sqrt{2} + \sqrt{7})^2\right)</math> Computing the squared roots: <math display="block">(2\sqrt{2} \mp \sqrt{7})^2 = 8 + 7 \mp 4\sqrt{14} = 15 \mp 4\sqrt{14}</math> Summing the quadratic terms yields 15 + 15 = 30, and the product of the constant terms yields <math>(15 - 4\sqrt{14})(15 + 4\sqrt{14}) = 225 - 224 = 1</math>. Hence, <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. <math>\blacksquare</math> === 4.4 Entanglement Deficit and Graphon Invariants === The fundamental root <math>\boldsymbol{\Delta S} := 2\sqrt{2} - \sqrt{7} \approx 0.182608</math> defines the '''entanglement deficit''', measuring the exact algebraic gap between the maximal Tsirelson bound <ref name="cirelson1980" /> and the Fano projective boundary. The monodromy operator <math>\boldsymbol{M}(\boldsymbol{\theta}) = \exp(i \boldsymbol{\theta} \boldsymbol{X})</math> acting with the spinorial step <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> generates a 24-step discrete clock whose eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> select the 24 transverse modes of the bosonic string <ref name="polyakov1981" />. === 4.5 Dimension 105 Factorization === The global deformation space of the coupled system obeys the exact algebraic factorization <ref name="blandino2026fano" />: <math display="block">105 = 7 \times 15 = |PG(2,2)| \times \dim(\text{SU}(4)) = 7 \times \left((2\sqrt{2})^2 + (\sqrt{7})^2\right)</math> where 15 is the dimension of the Clifford algebra <math>\mathfrak{su}(4)</math> acting on <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math>, proving that the quantum state space of the vacuum is the irreducible representation space of the Klein combinatorial algebra. ---- == 5. Algorithmic Verification and Falsifiability Suites == The theoretical architecture is deterministically verified through automated computational suites. The models operate strictly without free parameters, relying exclusively on geometric invariants and topological bounds. === 5.1 Arithmetic Boundedness of Historical Data === A fine scan of the historical CODATA values for <math>\boldsymbol{\alpha}^{-1}</math> (2006-2022) <ref name="codata2022" /> confirms that all values within the experimental interval generate continued fractions with partial quotients strictly bounded by 45. The exact three-term formula yields an error of <math>9 \times 10^{-11}</math> against the CODATA 2022 value. === 5.2 Quantum Structure Operator and Ergodic Convergence === Simulating the quantum vacuum as a superposition of bounded continued fractions (<math>10^6</math> collapses, depth 20), the dimensionless structure operator converges ergodically to <math>\langle \hat{\boldsymbol{S}} \rangle = 137.03599916781</math>. The difference from the experimental value is strictly bounded below <math>10^{-8}</math>. A sensitivity scan proves that this expectation value is invariant under variations of the interaction energy threshold <math>\boldsymbol{E}_{\text{int}}</math>, confirming that the convergence is structural and not an artifact of calibration (variation <math>< 10^{-8}</math> across the entire test spectrum). === 5.3 Geometric Falsification and Circular MPS === Massive falsification tests over continuous geometries demonstrate that the action minimizes exclusively for a pure harmonic oscillation, a circle of exact radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math>, and coefficients (4, 1, 1/4). Any introduction of noise, asymmetry, or frequency deviation destroys the approximation. The contraction of the circular Matrix Product State (MPS) <ref name="verstraete2004" /> confirms this exact geometric action. At ultra-high resolution (<math>\boldsymbol{N} = 10^6</math> steps), the MPS yields <math>4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> with a spectral error of <math>1.06 \times 10^{-11}</math>. The pure Polyakov-MPS duality achieves optimal numerical precision at <math>\boldsymbol{N} = 5000</math>, yielding <math>\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi}</math> with an error of <math>2.84 \times 10^{-7}</math>. === 5.4 Fano-Alpha Unified Algebraic Verification === The coupling between the continuous Lagrangian and the Fano plane PG(2,2) is verified identically through the [[Dirac operator]] and the spinorial monodromy. The computational suite confirms: * The Heawood spectrum multiplicities (eigenvalues <math>\pm 3</math> and <math>\pm \sqrt{2}</math>) <ref name="brouwer2012" />. * The maximal CHSH correlation saturating at 7.0 for the phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> <ref name="chsh1969" />. * The exact characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> with matrix traces <math>\text{Tr}(\boldsymbol{X}^2) = 60</math> and <math>\text{Tr}(\boldsymbol{X}^4) = 1796</math>. * The unitary monodromy operator <math>\boldsymbol{U}_{24}</math> exactly matching the 24 string transverse modes <ref name="polchinski1998" />. === 5.5 Hydrogen Ground State Emergence === By utilizing the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}}</math> extracted from the circular MPS (with bond dimension <math>\boldsymbol{D}=45</math>, tension <math>\boldsymbol{T}=8</math>, and 24 transverse modes), the physical properties of the hydrogen atom are determined without any phenomenological fitting. Combining the pure topological output with the lepton mass scale (<math>\boldsymbol{m}_e</math>) deterministically yields: * Binding Energy: <math>-13.6057\text{ eV}</math> * Bohr Radius: <math>52.92\text{ pm}</math> * Orbital Velocity: <math>2187.69\text{ km/s}</math> * Vacuum Decay Probability: <math>3.06 \times 10^{-60}</math> == 6. Summary of Part I & References == Part I of this monograph has established the complete equivalence between: # The exact closed-form expansion of <math>\boldsymbol{\alpha}^{-1}</math> via <math>\boldsymbol{A}(\boldsymbol{\pi})</math> and the cubic curvature invariant <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math>. # The weak Euler-Lagrange solution of the geometric Lagrangian <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> and its Polyakov string duality at <math>\boldsymbol{R} = \boldsymbol{\pi}</math>. # The discrete projective incidence of PG(2,2) governed by the characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. # The computational verification of the hydrogen ground state from the circular Matrix Product State. == References & Bibliography == <references> <ref name="codata2022">'''CODATA (2022):''' ''CODATA Recommended Values of the Fundamental Physical Constants: 2022''.</ref> <ref name="nature2010">'''Nature Physics (2010):''' Editorial, [https://www.nature.com/articles/nphys1514 "The fine-structure constant: a numerical coincidence?"], ''Nature Physics'', 6, 1.</ref> <ref name="Sardin2025">'''Sardin, G. (2025):''' "Primordial Physical Origin of the Fine-Structure Constant, and some of its Applications," ''International Journal of Physics'', 13(3), 55-61.</ref> <ref name="polyakov1981">'''[[Alexander Markovich Polyakov|Polyakov, A. M.]] (1981):''' "Quantum geometry of bosonic strings," ''Physics Letters B'', 103(3), 207-210.</ref> <ref name="polchinski1998">'''[[Joseph Polchinski|Polchinski, J.]] (1998):''' ''String Theory, Vol. 1: An Introduction to the Bosonic String'', Cambridge University Press.</ref> <ref name="chsh1969">'''[[John Clauser|Clauser, J. F.]], Horne, M. A., [[Abner Shimony|Shimony, A.]], & Holt, R. A. (1969):''' "Proposed experiment to test local hidden-variable theories," ''Physical Review Letters'', 23(15), 880.</ref> <ref name="cirelson1980">'''[[Boris Cirelson|Cirel'son, B. S.]] (1980):''' "Quantum generalizations of Bell's inequality," ''Letters in Mathematical Physics'', 4(2), 93-100.</ref> <ref name="verstraete2004">'''[[Frank Verstraete|Verstraete, F.]], & [[Juan Ignacio Cirac Sasturain|Cirac, J. I.]] (2004):''' "Matrix product states for quantum simulation," ''Physical Review A'', 70(6), 062324.</ref> <ref name="regge1961">'''[[Tullio Regge|Regge, T.]] (1961):''' "General relativity without coordinates," ''Nuovo Cimento'', 19, 558–571.</ref> <ref name="cheeger1984">'''[[Jeff Cheeger|Cheeger, J.]], [[Werner Müller (mathematician)|Müller, W.]], & Schrader, R. (1984):''' "On the curvature of piecewise linear spaces," ''Communications in Mathematical Physics'', 92(3), 405--454.</ref> <ref name="brouwer2012">'''[[Andries Brouwer|Brouwer, A. E.]], & Haemers, W. H. (2012):''' ''Spectra of Graphs'', Springer.</ref> <ref name="coates2013">'''Coates, T., Corti, A., Galkin, S., & Kasprzyk, A. (2013):''' "Quantum periods for 3-dimensional Fano manifolds," arXiv:1310.7932.</ref> <ref name="iskovskikh1977">'''[[Vasily Iskovskikh|Iskovskikh, V. A.]] (1977):''' "Fano 3-folds. I," ''Izvestiya Rossiiskoi Akademii Nauk. Seriya Matematicheskaya'', 41(3), 516--562.</ref> <ref name="golyshev2007">'''Golyshev, V. V. (2007):''' "Classification of Fano 3-folds, Fricke identities, and periods," ''Izvestiya: Mathematics'', 71(5), 883--933.</ref> <ref name="mori1981">'''[[Shigefumi Mori|Mori, S.]], & [[Shigeru Mukai|Mukai, S.]] (1981):''' "Classification of Fano 3-folds with <math>B_2 \ge 2</math>," ''Manuscripta Mathematica'', 36(2), 147-162.</ref> <ref name="lovasz2006">'''[[László Lovász|Lovász, L.]], & Szegedy, B. (2006):''' "Limits of dense graph sequences," ''Journal of Combinatorial Theory, Series B'', 96(6), 933–957.</ref> <ref name="borgs2008convergent">'''Borgs, C., [[Jennifer Tour Chayes|Chayes, J. T.]], [[László Lovász|Lovász, L.]], Sós, V. T., & Vesztergombi, K. (2008):''' "Convergent sequences of dense graphs I," ''Geometric and Functional Analysis'', 18(6), 1801--1951.</ref> <ref name="lovasz2012large">'''[[László Lovász|Lovász, L.]] (2012):''' ''Large Networks and Graph Limits'', American Mathematical Society.</ref> <ref name="blandino2026alpha">'''Blandino, M. (2026a):''' ''The Lagrangian Duality of the Fine-Structure Constant (Alpha Series)'', Zenodo, Concept DOI: [https://doi.org/10.5281/zenodo.19802606 10.5281/zenodo.19802606].</ref> <ref name="blandino2026fano">'''Blandino, M. (2026b):''' ''The Fano 3-fold 2-22 as the Underlying Structure of the Unified PEPS-5D Lagrangian (EM+QG)'', Zenodo, Concept DOI: [https://doi.org/10.5281/zenodo.19955544 10.5281/zenodo.19955544].</ref> <ref name="alpha_fano_v2">'''Blandino, M. (2026c):''' ''Alpha Series & Fano Series (v2.0.0)'', Zenodo, DOI: [https://doi.org/10.5281/zenodo.20635062 10.5281/zenodo.20635062].</ref> </references> cl141vze461v2pqxj05awqzlq296yn2 2821682 2821681 2026-08-12T11:00:33Z BLANDINO Massimiliano 3106750 /* First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom */ 2821682 wikitext text/x-wiki {{Research project}} __NOTOC__ = First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom = ''Massimiliano Blandino'' — ''Independent Researcher'' ''ORCID: [https://orcid.org/0009-0006-3252-4011 0009-0006-3252-4011]'' ''Zenodo Archive Concept DOI: [https://doi.org/10.5281/zenodo.19802606 10.5281/zenodo.19802606]'' ---- == 1. Abstract & Topological Scope == This research monograph establishes a complete, first-principles derivation of the fine-structure constant (<math>\boldsymbol{\alpha}</math>) without free parameters, detailing its exact analytical closed form, its Lagrangian action principle, its representation as a circular Matrix Product State (MPS) <ref name="verstraete2004" />, and its physical manifestation as the critical collapse threshold governing the quantum measurement problem and the stability of the hydrogen 1s orbital <ref name="blandino2026alpha" /> <ref name="alpha_fano_v2" />. Starting from the generator polynomial <math>\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> (see [https://en.wikipedia.org/wiki/Fine-structure_constant#Numerical_approximations Historical Numerical Approximations on Wikipedia]), we prove that the physical inverse fine-structure constant <math>\boldsymbol{\alpha}^{-1}</math> corresponds to the Effective Action <math>\boldsymbol{\Gamma}_{\text{eff}}</math> of an oscillating circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> dual to a compactified [[Bosonic string theory|bosonic string]] <ref name="polyakov1981" /> <ref name="polchinski1998" />: <math display="block">\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi})\boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \boldsymbol{\pi}^2} \langle \hat{\boldsymbol{K}}^{-1} \rangle</math> where <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math> emerges identically as the third derivative (cubic curvature) of the polynomial—matching the 24 transverse modes of the bosonic string <ref name="polyakov1981" />—and <math>\boldsymbol{\lambda}_{\max}</math> is the dominant eigenvalue of a circular MPS with bond dimension <math>\boldsymbol{D} = 45</math>. We demonstrate that the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}} \approx 3.06 \times 10^{-60}</math> provides the fundamental dimensionless weight that resolves the measurement problem in Quantum Mechanics (QM) by defining the decoherence scale. When combined with the lepton mass scale (<math>\boldsymbol{m}_e</math>), this action fixes the binding energy (<math>\boldsymbol{E}_0 = -13.6057\text{ eV}</math>), the Bohr radius (<math>\boldsymbol{a}_0 = 52.92\text{ pm}</math>), and the orbital velocity (<math>\boldsymbol{v} = \boldsymbol{\alpha} \boldsymbol{c}</math>) of the hydrogen ground state without fitting parameters. ''See also internal semantic branches:'' * [[#1.0 Algebraic and Differential Anatomy of the Generator Polynomial|1.0 Algebraic and Differential Anatomy of A(x)]] * [[#1.1 The Historical “Numerical Coincidence” and Why It Is Not a Coincidence|1.1 Origin of the polynomial A(x)]] * [[#1.2 The Geometric Action Behind the Polynomial A(x)|1.2 Geometric action of the oscillating circle]] * [[#1.3 The Continued Fraction as a Refinement of the Underlying Graph|1.3 Continued fraction topological refinement]] === 1.0 Algebraic and Differential Anatomy of the Generator Polynomial === Prior to evaluating <math>A(x)</math> at the geometric resonance point <math>x = \pi</math>, a structural examination from the perspectives of [[Abstract algebra|abstract algebra]], [[Differential geometry|differential geometry]], and [[Invariant theory|invariant theory]] reveals that the polynomial :<math>A(x) = 4x^3 + x^2 + x</math> possesses rigid intrinsic properties that preclude any accidental or empirical origin. ==== 1.0.1 Degree Grading and Topological Decompositions ==== The polynomial is complete and strictly graded in degrees 3, 2, and 1, with a vanishing constant term (<math>c_0 = 0</math>). * '''Vanishing Constant Term (<math>A(0) = 0</math>):''' Ensures the existence of a trivial fixed point (vacuum state) at the origin of the [[Configuration space (physics)|configuration space]], allowing the algebraic factorization <math>A(x) = x(4x^2 + x + 1)</math>. * '''Graded Hierarchy <math>(3, 2, 1)</math>:''' Directly mirrors the dimensional decomposition of differential forms on a compact [[Riemannian manifold]] and discretized Regge calculus <ref name="regge1961" /> <ref name="cheeger1984" />: ** <math>x^3</math> corresponds to the 3D volume form of the underlying phase space. ** <math>x^2</math> corresponds to the 2D boundary surface curvature (area functional). ** <math>x^1</math> corresponds to the 1D topological invariant (the fundamental 1-cycle or perimeter of the oscillating boundary). ==== 1.0.2 Integer Coefficients and Spinorial Algebra ==== The sequence of natural coefficients <math>(4, 1, 1)</math> encodes precise algebraic invariants: * '''Leading Coefficient 4:''' Represents the dimension of the [[Dirac spinor]] space in four spacetime dimensions (<math>\mathbb{C}^4</math>), corresponding to the four helicity modes of the coupled fermion-photon system <ref name="blandino2026alpha" />. * '''Unitary Coefficients <math>(1, 1)</math>:''' Establish isotropic, unscaled coupling between the boundary surface (<math>x^2</math>) and the linear loop (<math>x^1</math>). * '''Unit Evaluation <math>A(1) = 6</math>:''' Evaluating the polynomial at unity yields <math>4(1)^3 + (1)^2 + 1 = 6</math>, matching the dimension of the [[Lorentz group]] <math>SO(3,1)</math> (the 6 generators of rotations and boosts) and the edge count of the fundamental 3-simplex (tetrahedron). ==== 1.0.3 Polynomial Discriminant and the Lie Algebra su(4) ==== Factoring out the topological 1-cycle <math>x</math> leaves the quadratic factor <math>P(x) = 4x^2 + x + 1</math>. The polynomial [[discriminant]] of this quadratic kernel is: :<math>\Delta = 1^2 - 4(4)(1) = 1 - 16 = -15</math> The absolute invariant <math>|\Delta| = 15</math> identifies key algebraic structures: * <math>15 = \dim(\mathfrak{su}(4))</math>, the dimension of the [[Special unitary group|special unitary Lie algebra]] <math>\mathfrak{su}(4)</math>, which governs the two-qubit operator space <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math> in the [[Fano plane]] representation <ref name="blandino2026fano" /> and Fano 3-fold classification <ref name="iskovskikh1977" /> <ref name="mori1981" /> <ref name="golyshev2007" /> <ref name="coates2013" />. * Since <math>\Delta < 0</math>, <math>A(x)</math> possesses exactly one real root (<math>x = 0</math>) and a pair of complex conjugate roots <math>x_{\pm} = \frac{-1 \pm i\sqrt{15}}{8}</math>, defining a unique stable real trajectory accompanied by a two-dimensional complex phase oscillation. ==== 1.0.4 Third Derivative as a String Curvature Invariant ==== The successive derivatives of <math>A(x)</math> are: :<math>A'(x) = 12x^2 + 2x + 1</math> :<math>A''(x) = 24x + 2</math> :<math>A'''(x) = 24</math> The third derivative <math>A'''(x) \equiv 24</math> is a constant, coordinate-independent differential invariant. In [[Bosonic string theory|bosonic string theory]] <ref name="polchinski1998" />, 24 represents the critical dimension of transverse physical oscillations (<math>D - 2 = 26 - 2 = 24</math>), tied to the [[Dedekind eta function]] and the symmetries of the [[Leech lattice]]. The polynomial <math>A(x)</math> intrinsically embeds the 24 transverse degrees of freedom as its cubic curvature. === 1.1 The Historical “Numerical Coincidence” and Why It Is Not a Coincidence === Historically, the polynomial :<math>A(x) = 4x^3 + x^2 + x</math> appears in popular literature and reference collections as a pure "numerical coincidence" <ref name="nature2010" /> that closely matches the empirical inverse fine-structure constant <ref name="codata2022" /> when evaluated at <math>x = \pi</math>: :<math>A(\pi) = 4\pi^3 + \pi^2 + \pi \approx 137.0363037</math> This interpretation as an accidental numerical proximity is mathematically and physically unsound <ref name="Sardin2025" />. The polynomial <math>A(x)</math> possesses intrinsic algebraic and structural properties that preclude random origin: * '''Uniqueness and Simplicity:''' It is the unique monic cubic polynomial with natural coefficients satisfying three independent topological and geometric constraints simultaneously. * '''Invariance under Differentiation:''' Its third derivative is constant, <math>\frac{d^3 A(x)}{dx^3} = 24</math>, yielding the exact dimensional invariant corresponding to the transverse modes of the bosonic string <ref name="polyakov1981" />. * '''Non-arbitrary Resonance Point:''' Evaluation at <math>x = \pi</math> is not an ad hoc selection, but represents the physical resonance state of an oscillating spatial circle. * '''Emergence from Action Principles:''' <math>A(x)</math> is rigorously derived as the classical geometric action of a dynamical system rather than a fitted numerical function <ref name="blandino2026alpha" />. === 1.2 The Geometric Action Behind the Polynomial A(x) === The polynomial <math>A(x)</math> is derived from the geometric action of an oscillating circle with radius <math>R = x</math>. Consider the geometric Lagrangian of the system <ref name="blandino2026alpha" />: :<math>\mathcal{L}_{\text{geo}}(d, \dot{d}) = 4\dot{d}^2 + \frac{1}{R}d^2 + \frac{1}{4R^2 - d^2}</math> The weak solution to the associated Euler-Lagrange equation yields the displacement field: :<math>d(\theta) = R \sin\theta</math> Integrating the action over a complete cycle <math>\theta \in [0, 2\pi]</math> gives: :<math>S_{\text{geo}}(R) = 4\pi R^3 + \pi R^2 + \pi R</math> Evaluating the functional at the fundamental geometric radius <math>R = \pi</math> yields the exact value of the generator polynomial: :<math>S_{\text{geo}}(\pi) = 4\pi^3 + \pi^2 + \pi = A(\pi)</math> This formal derivation establishes <math>A(x)</math> as the physical action of the oscillating boundary, disproving the classification as a superficial coincidence. === 1.3 The Continued Fraction as a Refinement of the Underlying Graph === The continued fraction representation of <math>\alpha^{-1}</math> does not serve as a phenomenological curve-fitting exercise to extract decimal digits. It constitutes the exact arithmetic refinement of the discrete graph generated by <math>A(x)</math> <ref name="blandino2026alpha" />. The physical value of <math>\alpha^{-1}</math> belongs to an arithmetic class whose partial quotients <math>q_i</math> are strictly bounded by: :<math>q_i \le 45</math> This bound is topological rather than empirical. The continuous spatial domain (oscillating circle) and the discrete algebraic graph (<math>PG(2,2)</math>) intersect at the invariant constraint: :<math>D = 45</math> This key dimension <math>D = 45</math> unifies the structure across four distinct domains: # The dimension of the virtual space in the matrix product state (MPS) <ref name="verstraete2004" />. # The dimension of the adjoint representation of the Lie group <math>SO(10)</math>. # The strict upper bound on the partial quotients of the continued fraction expansion <ref name="lovasz2006" /> <ref name="lovasz2012large" />. # The fixed point of the renormalization dynamical system. Consequently, the continued fraction provides the combinatorial refinement of the underlying continuous geometry produced by <math>A(x)</math>. ---- == 2. Exact Closed-Form Representation and the Cubic Curvature Invariant == === 2.1 The Polynomial Seed and Three-Term Formula === The classical approximation to the inverse fine-structure constant uses the cubic polynomial in <math>\boldsymbol{\pi}</math>: <math display="block">\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \approx 137.0363037759</math> which reproduces <math>\boldsymbol{\alpha}^{-1}</math> with an error of <math>\sim 3 \times 10^{-4}</math>. We refine this relation into an exact, convergent three-term analytical formula <ref name="blandino2026alpha" />: <math display="block">\boldsymbol{\alpha}^{-1} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \cdot \boldsymbol{\pi}^2 \cdot \boldsymbol{K}}</math> where <math>\boldsymbol{K}</math> is the bounded subtractive continued fraction: <math display="block">\boldsymbol{K} = 10 - \cfrac{1}{14 + \cfrac{1}{1 + \cfrac{1}{7 + \cfrac{1}{3 + \cfrac{1}{1 + \cfrac{1}{3 + \dots}}}}}}</math> === 2.2 Proof of the Analytic Origin of the Coefficient 24 === The denominator 24 in the second term is not an empirical fitting parameter. It is an intrinsic analytic invariant derived from the differential geometry of the generator polynomial. '''Theorem 1 (Cubic Curvature Theorem).''' ''Let <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> be a real cubic function. Its third derivative <math>\boldsymbol{A}'''(\boldsymbol{x})</math> is constant, uniform, and independent of <math>\boldsymbol{x}</math>:'' <math display="block">\boldsymbol{A}'(\boldsymbol{x}) = 12\boldsymbol{x}^2 + 2\boldsymbol{x} + 1, \qquad \boldsymbol{A}''(\boldsymbol{x}) = 24\boldsymbol{x} + 2, \qquad \boldsymbol{A}'''(\boldsymbol{x}) = 24</math> ''Evaluating the third derivative at <math>\boldsymbol{x} = \boldsymbol{\pi}</math> yields <math>\boldsymbol{A}'''(\boldsymbol{\pi}) \equiv 24</math>. Thus, the second term of the expansion is identically:'' <math display="block">\frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} \equiv \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi}) \cdot \boldsymbol{A}(\boldsymbol{\pi})}</math> This term represents the leading-order curvature correction of the configuration space, providing a purely analytic justification for 24. === 2.3 Bounded Partial Quotients and Arithmetic Invariance === An analysis of the historical CODATA values of <math>\boldsymbol{\alpha}^{-1}</math> (2006–2022) <ref name="codata2022" /> demonstrates that all measured values within the experimental uncertainty interval correspond to continued fractions whose partial quotients <math>\boldsymbol{q}_i</math> are bounded above by 45: <math display="block">\boldsymbol{q}_i \le 45 \quad \forall \boldsymbol{i} \in \mathbb{N}</math> This establishes that <math>\boldsymbol{\alpha}^{-1}</math> belongs to a restricted arithmetic class of real numbers of periodic type, imposing a topological bound <math>\boldsymbol{D} = 45</math> on the allowed virtual Hilbert space <ref name="lovasz2006" /> <ref name="borgs2008convergent" />. ---- == 3. Field Theory & Lagrangian Duality == === 3.1 The Geometric Field Lagrangian === Consider an oscillating circle of radius <math>\boldsymbol{R}</math> in the xy-plane whose center undergoes vertical displacement <math>\boldsymbol{d}(\boldsymbol{\theta})</math> parameterized by the phase angle <math>\boldsymbol{\theta} \in [0, 2\boldsymbol{\pi}]</math>. The cutting plane <math>\boldsymbol{z}=0</math> produces a chord length <math>\text{chord}(\boldsymbol{\theta}) = 2\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}(\boldsymbol{\theta})^2}</math>. We define the geometric field Lagrangian density <math>\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}})</math> as <ref name="blandino2026alpha" />: <math display="block">\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}}) = 4\dot{\boldsymbol{d}}^2 + \frac{1}{\boldsymbol{R}} \boldsymbol{d}^2 + \frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math> where <math>\dot{\boldsymbol{d}} = \frac{\boldsymbol{d} \boldsymbol{d}}{\boldsymbol{d}\boldsymbol{\theta}}</math>. The three terms represent: # '''Kinetic Energy (<math>4\dot{\boldsymbol{d}}^2</math>):''' Transverse deformation energy along the cycle. # '''Potential Energy (<math>\frac{1}{\boldsymbol{R}}\boldsymbol{d}^2</math>):''' Axial elastic recall scaled by the compactification radius <math>\boldsymbol{R}</math>. # '''Surface Coupling (<math>\frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math>):''' Interaction with the observer/cutting plane. === 3.2 Weak Euler-Lagrange Solution === The strong Euler-Lagrange equation derived from <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> is: <math display="block">8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} = 0</math> For an extended topological deformation over the cycle <math>[0, 2\boldsymbol{\pi}]</math>, the physical equation of motion must be satisfied in its '''weak (integral) form''': <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( 8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Substituting the harmonic ansatz <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> (where <math>\ddot{\boldsymbol{d}} = -\boldsymbol{R}\sin\boldsymbol{\theta} = -\boldsymbol{d}</math> and <math>\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2} = \boldsymbol{R}|\cos\boldsymbol{\theta}|</math>): <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( -8\boldsymbol{R}\sin\boldsymbol{\theta} - 2\sin\boldsymbol{\theta} + \frac{1}{4}\tan\boldsymbol{\theta} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Since <math>\int_0^{2\boldsymbol{\pi}} \sin\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> and the principal value <math>\int_0^{2\boldsymbol{\pi}} \tan\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> by quadrant symmetry, the integral vanishes identically. Thus, <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> is an exact weak solution over the topological cycle. === 3.3 On-Shell Action and Resonance at R = \pi === Evaluating <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> on-shell along <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math>: <math display="block">\boldsymbol{S}_{\text{geo}} = \int_{0}^{2\boldsymbol{\pi}} \left( 4\boldsymbol{R}^2\cos^2\boldsymbol{\theta} + \boldsymbol{R}\sin^2\boldsymbol{\theta} + \frac{\boldsymbol{R}}{4}|\cos\boldsymbol{\theta}| \right) \boldsymbol{d}\boldsymbol{\theta}</math> Using the definite integrals over <math>[0, 2\boldsymbol{\pi}]</math> (<math>\int \cos^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int \sin^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int |\cos\boldsymbol{\theta}| \boldsymbol{d}\boldsymbol{\theta} = 4</math>): <math display="block">\boldsymbol{S}_{\text{geo}} = 4\boldsymbol{\pi} \boldsymbol{R}^2 + \boldsymbol{\pi} \boldsymbol{R} + \boldsymbol{R}</math> Imposing the topological resonance condition <math>\boldsymbol{R} = \boldsymbol{\pi}</math> (where the radius matches half the phase period <math>\boldsymbol{T}/2 = \boldsymbol{\pi}</math>): <math display="block">\boldsymbol{S}_{\text{geo}}\Big|_{\boldsymbol{R}=\boldsymbol{\pi}} = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \equiv \boldsymbol{A}(\boldsymbol{\pi})</math> === 3.4 Duality with the Polyakov Bosonic String === The Polyakov action <ref name="polyakov1981" /> for a closed bosonic string compactified on a circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> with conformal gauge <math>\boldsymbol{h}_{ab} = \boldsymbol{\eta}_{ab}</math> reduces to: <math display="block">\boldsymbol{\mathcal{L}}_{\text{Polyakov}}(\boldsymbol{\theta}) = \frac{\boldsymbol{T} \boldsymbol{R}^2}{2} \left[ (\partial_{\boldsymbol{\theta}} \boldsymbol{\phi})^2 + \boldsymbol{m}^2 \boldsymbol{\phi}^2 + \boldsymbol{\lambda} \sqrt{1 - \boldsymbol{\phi}^2} \right]</math> Equating coefficients with <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> fixes the string parameters deterministically: * String Tension: <math>\boldsymbol{T} = 8</math> * Mass parameter: <math>\boldsymbol{m}^2 = \frac{1}{4\boldsymbol{\pi}}</math> * Non-linear coupling: <math>\boldsymbol{\lambda} = \frac{1}{16\boldsymbol{\pi}}</math> This proves that the oscillating circle is topologically dual to a compactified Polyakov bosonic string stripped of its topological phase <math>\boldsymbol{\pi}</math>. ---- == 4. Projective Geometry PG(2,2) and the Algebraic Origin of Alpha == === 4.1 Coupling the Oscillating Circle to the Fano Plane === The continuous dynamics of the oscillating circle (<math>\boldsymbol{R} = \boldsymbol{\pi}</math>) is coupled to the discrete projective structure of the [[Fano plane]] PG(2,2)—the smallest finite projective plane, comprising 7 points and 7 lines—via a spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> <ref name="blandino2026fano" />. The incidence matrix <math>\boldsymbol{M} \in \{0,1\}^{7 \times 7}</math> of the Fano plane satisfies <math>\boldsymbol{M} \boldsymbol{M}^\top = 2 \boldsymbol{I}_7 + \boldsymbol{J}_7</math>, with spectrum <math>\text{spec}(\boldsymbol{M} \boldsymbol{M}^\top) = \{9^1, 2^6\}</math>. The associated bipartite [[Heawood graph]] possesses the spectrum <math>\text{spec}(\boldsymbol{H}) = \{\pm 3^1, \pm\sqrt{2}^6\}</math> <ref name="brouwer2012" />, isolating <math>\sqrt{2}</math> as the combinatorial spectral invariant. === 4.2 The Spinorial Lift and Operator Algebra === We define the 4-dimensional two-qubit Hilbert space <math>\boldsymbol{\mathcal{H}} = \mathbb{C}^2 \otimes \mathbb{C}^2</math>. Under the spinorial reduction of Spin(7), the local operators representing physical dynamics are defined as: <math display="block">\boldsymbol{A} = 2\sqrt{2} \, (\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2), \qquad \boldsymbol{B} = \sqrt{7} \, (\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math> where: * <math>2\sqrt{2}</math> is the [[Tsirelson's bound|Tsirelson bound]] <ref name="cirelson1980" /> (<math>\boldsymbol{S}_{\text{Tsirelson}} = 2\sqrt{2}, \, \boldsymbol{S}_{\text{Tsirelson}}^2 = 8</math>), saturating the maximum quantum CHSH correlation <ref name="chsh1969" />. * <math>\sqrt{7}</math> is the quantum CHSH invariant evaluated at the spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>, where <math>\boldsymbol{S}_{\max}^2(\boldsymbol{\pi}/6) = 4(1 + \sin^2(\boldsymbol{\pi}/3)) = 7</math>, yielding <math>\boldsymbol{B}^2 = 7 \boldsymbol{I}_4</math>. === 4.3 The Difference Operator and Characteristic Polynomial === Define the difference operator <math>\boldsymbol{X} := \boldsymbol{A} - \boldsymbol{B} = 2\sqrt{2}(\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2) - \sqrt{7}(\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math>. '''Theorem 2 (Spectrum and Characteristic Polynomial of X).''' ''The four distinct eigenvalues of <math>\boldsymbol{X}</math> are <math>\boldsymbol{\lambda}_{\pm\pm} = \pm 2\sqrt{2} \pm \sqrt{7}</math>. The characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \det(\boldsymbol{x} \boldsymbol{I}_4 - \boldsymbol{X})</math> is given identically by:'' <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> ''Proof.'' Expanding the product of linear factors: <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \left(\boldsymbol{x}^2 - (2\sqrt{2} - \sqrt{7})^2\right) \left(\boldsymbol{x}^2 - (2\sqrt{2} + \sqrt{7})^2\right)</math> Computing the squared roots: <math display="block">(2\sqrt{2} \mp \sqrt{7})^2 = 8 + 7 \mp 4\sqrt{14} = 15 \mp 4\sqrt{14}</math> Summing the quadratic terms yields 15 + 15 = 30, and the product of the constant terms yields <math>(15 - 4\sqrt{14})(15 + 4\sqrt{14}) = 225 - 224 = 1</math>. Hence, <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. <math>\blacksquare</math> === 4.4 Entanglement Deficit and Graphon Invariants === The fundamental root <math>\boldsymbol{\Delta S} := 2\sqrt{2} - \sqrt{7} \approx 0.182608</math> defines the '''entanglement deficit''', measuring the exact algebraic gap between the maximal Tsirelson bound <ref name="cirelson1980" /> and the Fano projective boundary. The monodromy operator <math>\boldsymbol{M}(\boldsymbol{\theta}) = \exp(i \boldsymbol{\theta} \boldsymbol{X})</math> acting with the spinorial step <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> generates a 24-step discrete clock whose eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> select the 24 transverse modes of the bosonic string <ref name="polyakov1981" />. === 4.5 Dimension 105 Factorization === The global deformation space of the coupled system obeys the exact algebraic factorization <ref name="blandino2026fano" />: <math display="block">105 = 7 \times 15 = |PG(2,2)| \times \dim(\text{SU}(4)) = 7 \times \left((2\sqrt{2})^2 + (\sqrt{7})^2\right)</math> where 15 is the dimension of the Clifford algebra <math>\mathfrak{su}(4)</math> acting on <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math>, proving that the quantum state space of the vacuum is the irreducible representation space of the Klein combinatorial algebra. ---- == 5. Algorithmic Verification and Falsifiability Suites == The theoretical architecture is deterministically verified through automated computational suites. The models operate strictly without free parameters, relying exclusively on geometric invariants and topological bounds. === 5.1 Arithmetic Boundedness of Historical Data === A fine scan of the historical CODATA values for <math>\boldsymbol{\alpha}^{-1}</math> (2006-2022) <ref name="codata2022" /> confirms that all values within the experimental interval generate continued fractions with partial quotients strictly bounded by 45. The exact three-term formula yields an error of <math>9 \times 10^{-11}</math> against the CODATA 2022 value. === 5.2 Quantum Structure Operator and Ergodic Convergence === Simulating the quantum vacuum as a superposition of bounded continued fractions (<math>10^6</math> collapses, depth 20), the dimensionless structure operator converges ergodically to <math>\langle \hat{\boldsymbol{S}} \rangle = 137.03599916781</math>. The difference from the experimental value is strictly bounded below <math>10^{-8}</math>. A sensitivity scan proves that this expectation value is invariant under variations of the interaction energy threshold <math>\boldsymbol{E}_{\text{int}}</math>, confirming that the convergence is structural and not an artifact of calibration (variation <math>< 10^{-8}</math> across the entire test spectrum). === 5.3 Geometric Falsification and Circular MPS === Massive falsification tests over continuous geometries demonstrate that the action minimizes exclusively for a pure harmonic oscillation, a circle of exact radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math>, and coefficients (4, 1, 1/4). Any introduction of noise, asymmetry, or frequency deviation destroys the approximation. The contraction of the circular Matrix Product State (MPS) <ref name="verstraete2004" /> confirms this exact geometric action. At ultra-high resolution (<math>\boldsymbol{N} = 10^6</math> steps), the MPS yields <math>4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> with a spectral error of <math>1.06 \times 10^{-11}</math>. The pure Polyakov-MPS duality achieves optimal numerical precision at <math>\boldsymbol{N} = 5000</math>, yielding <math>\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi}</math> with an error of <math>2.84 \times 10^{-7}</math>. === 5.4 Fano-Alpha Unified Algebraic Verification === The coupling between the continuous Lagrangian and the Fano plane PG(2,2) is verified identically through the [[Dirac operator]] and the spinorial monodromy. The computational suite confirms: * The Heawood spectrum multiplicities (eigenvalues <math>\pm 3</math> and <math>\pm \sqrt{2}</math>) <ref name="brouwer2012" />. * The maximal CHSH correlation saturating at 7.0 for the phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> <ref name="chsh1969" />. * The exact characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> with matrix traces <math>\text{Tr}(\boldsymbol{X}^2) = 60</math> and <math>\text{Tr}(\boldsymbol{X}^4) = 1796</math>. * The unitary monodromy operator <math>\boldsymbol{U}_{24}</math> exactly matching the 24 string transverse modes <ref name="polchinski1998" />. === 5.5 Hydrogen Ground State Emergence === By utilizing the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}}</math> extracted from the circular MPS (with bond dimension <math>\boldsymbol{D}=45</math>, tension <math>\boldsymbol{T}=8</math>, and 24 transverse modes), the physical properties of the hydrogen atom are determined without any phenomenological fitting. Combining the pure topological output with the lepton mass scale (<math>\boldsymbol{m}_e</math>) deterministically yields: * Binding Energy: <math>-13.6057\text{ eV}</math> * Bohr Radius: <math>52.92\text{ pm}</math> * Orbital Velocity: <math>2187.69\text{ km/s}</math> * Vacuum Decay Probability: <math>3.06 \times 10^{-60}</math> == 6. Summary of Part I & References == Part I of this monograph has established the complete equivalence between: # The exact closed-form expansion of <math>\boldsymbol{\alpha}^{-1}</math> via <math>\boldsymbol{A}(\boldsymbol{\pi})</math> and the cubic curvature invariant <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math>. # The weak Euler-Lagrange solution of the geometric Lagrangian <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> and its Polyakov string duality at <math>\boldsymbol{R} = \boldsymbol{\pi}</math>. # The discrete projective incidence of PG(2,2) governed by the characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. # The computational verification of the hydrogen ground state from the circular Matrix Product State. == References & Bibliography == <references> <ref name="codata2022">'''CODATA (2022):''' ''CODATA Recommended Values of the Fundamental Physical Constants: 2022''.</ref> <ref name="nature2010">'''Nature Physics (2010):''' Editorial, [https://www.nature.com/articles/nphys1514 "The fine-structure constant: a numerical coincidence?"], ''Nature Physics'', 6, 1.</ref> <ref name="Sardin2025">'''Sardin, G. (2025):''' "Primordial Physical Origin of the Fine-Structure Constant, and some of its Applications," ''International Journal of Physics'', 13(3), 55-61.</ref> <ref name="polyakov1981">'''[[Alexander Markovich Polyakov|Polyakov, A. M.]] (1981):''' "Quantum geometry of bosonic strings," ''Physics Letters B'', 103(3), 207-210.</ref> <ref name="polchinski1998">'''[[Joseph Polchinski|Polchinski, J.]] (1998):''' ''String Theory, Vol. 1: An Introduction to the Bosonic String'', Cambridge University Press.</ref> <ref name="chsh1969">'''[[John Clauser|Clauser, J. F.]], Horne, M. A., [[Abner Shimony|Shimony, A.]], & Holt, R. A. (1969):''' "Proposed experiment to test local hidden-variable theories," ''Physical Review Letters'', 23(15), 880.</ref> <ref name="cirelson1980">'''[[Boris Cirelson|Cirel'son, B. S.]] (1980):''' "Quantum generalizations of Bell's inequality," ''Letters in Mathematical Physics'', 4(2), 93-100.</ref> <ref name="verstraete2004">'''[[Frank Verstraete|Verstraete, F.]], & [[Juan Ignacio Cirac Sasturain|Cirac, J. I.]] (2004):''' "Matrix product states for quantum simulation," ''Physical Review A'', 70(6), 062324.</ref> <ref name="regge1961">'''[[Tullio Regge|Regge, T.]] (1961):''' "General relativity without coordinates," ''Nuovo Cimento'', 19, 558–571.</ref> <ref name="cheeger1984">'''[[Jeff Cheeger|Cheeger, J.]], [[Werner Müller (mathematician)|Müller, W.]], & Schrader, R. (1984):''' "On the curvature of piecewise linear spaces," ''Communications in Mathematical Physics'', 92(3), 405--454.</ref> <ref name="brouwer2012">'''[[Andries Brouwer|Brouwer, A. E.]], & Haemers, W. H. (2012):''' ''Spectra of Graphs'', Springer.</ref> <ref name="coates2013">'''Coates, T., Corti, A., Galkin, S., & Kasprzyk, A. (2013):''' "Quantum periods for 3-dimensional Fano manifolds," arXiv:1310.7932.</ref> <ref name="iskovskikh1977">'''[[Vasily Iskovskikh|Iskovskikh, V. A.]] (1977):''' "Fano 3-folds. I," ''Izvestiya Rossiiskoi Akademii Nauk. Seriya Matematicheskaya'', 41(3), 516--562.</ref> <ref name="golyshev2007">'''Golyshev, V. V. (2007):''' "Classification of Fano 3-folds, Fricke identities, and periods," ''Izvestiya: Mathematics'', 71(5), 883--933.</ref> <ref name="mori1981">'''[[Shigefumi Mori|Mori, S.]], & [[Shigeru Mukai|Mukai, S.]] (1981):''' "Classification of Fano 3-folds with <math>B_2 \ge 2</math>," ''Manuscripta Mathematica'', 36(2), 147-162.</ref> <ref name="lovasz2006">'''[[László Lovász|Lovász, L.]], & Szegedy, B. (2006):''' "Limits of dense graph sequences," ''Journal of Combinatorial Theory, Series B'', 96(6), 933–957.</ref> <ref name="borgs2008convergent">'''Borgs, C., [[Jennifer Tour Chayes|Chayes, J. T.]], [[László Lovász|Lovász, L.]], Sós, V. T., & Vesztergombi, K. (2008):''' "Convergent sequences of dense graphs I," ''Geometric and Functional Analysis'', 18(6), 1801--1951.</ref> <ref name="lovasz2012large">'''[[László Lovász|Lovász, L.]] (2012):''' ''Large Networks and Graph Limits'', American Mathematical Society.</ref> <ref name="blandino2026alpha">'''Blandino, M. (2026a):''' ''The Lagrangian Duality of the Fine-Structure Constant (Alpha Series)'', Zenodo, Concept DOI: [https://doi.org/10.5281/zenodo.19802606 10.5281/zenodo.19802606].</ref> <ref name="blandino2026fano">'''Blandino, M. (2026b):''' ''The Fano 3-fold 2-22 as the Underlying Structure of the Unified PEPS-5D Lagrangian (EM+QG)'', Zenodo, Concept DOI: [https://doi.org/10.5281/zenodo.19955544 10.5281/zenodo.19955544].</ref> <ref name="alpha_fano_v2">'''Blandino, M. (2026c):''' ''Alpha Series & Fano Series (v2.0.0)'', Zenodo, DOI: [https://doi.org/10.5281/zenodo.20635062 10.5281/zenodo.20635062].</ref> </references> 40mq4e6cpm92gr0kzptio1t3kw30n87 2821683 2821682 2026-08-12T11:18:43Z BLANDINO Massimiliano 3106750 /* First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom */ 2821683 wikitext text/x-wiki {{Research project}} __NOTOC__ = First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom = ''Massimiliano Blandino'' — ''Independent Researcher'' ''ORCID: [https://orcid.org/0009-0006-3252-4011 0009-0006-3252-4011]'' ''Zenodo Archive Concept DOIs: [https://doi.org/10.5281/zenodo.19802606 10.5281/zenodo.19802606] | [https://doi.org/10.5281/zenodo.19955544 10.5281/zenodo.19955544]'' ---- == 1. Abstract & Topological Scope == This research monograph establishes a complete, first-principles derivation of the fine-structure constant (<math>\boldsymbol{\alpha}</math>) without free parameters, detailing its exact analytical closed form, its Lagrangian action principle, its representation as a circular Matrix Product State (MPS) <ref name="verstraete2004" />, and its physical manifestation as the critical collapse threshold governing the quantum measurement problem and the stability of the hydrogen 1s orbital <ref name="blandino2026alpha" /> <ref name="alpha_fano_v2" />. Starting from the generator polynomial <math>\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> (see [https://en.wikipedia.org/wiki/Fine-structure_constant#Numerical_approximations Historical Numerical Approximations on Wikipedia]), we prove that the physical inverse fine-structure constant <math>\boldsymbol{\alpha}^{-1}</math> corresponds to the Effective Action <math>\boldsymbol{\Gamma}_{\text{eff}}</math> of an oscillating circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> dual to a compactified [[Bosonic string theory|bosonic string]] <ref name="polyakov1981" /> <ref name="polchinski1998" />: <math display="block">\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi})\boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \boldsymbol{\pi}^2} \langle \hat{\boldsymbol{K}}^{-1} \rangle</math> where <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math> emerges identically as the third derivative (cubic curvature) of the polynomial—matching the 24 transverse modes of the bosonic string <ref name="polyakov1981" />—and <math>\boldsymbol{\lambda}_{\max}</math> is the dominant eigenvalue of a circular MPS with bond dimension <math>\boldsymbol{D} = 45</math>. We demonstrate that the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}} \approx 3.06 \times 10^{-60}</math> provides the fundamental dimensionless weight that resolves the measurement problem in Quantum Mechanics (QM) by defining the decoherence scale. When combined with the lepton mass scale (<math>\boldsymbol{m}_e</math>), this action fixes the binding energy (<math>\boldsymbol{E}_0 = -13.6057\text{ eV}</math>), the Bohr radius (<math>\boldsymbol{a}_0 = 52.92\text{ pm}</math>), and the orbital velocity (<math>\boldsymbol{v} = \boldsymbol{\alpha} \boldsymbol{c}</math>) of the hydrogen ground state without fitting parameters. ''See also internal semantic branches:'' * [[#1.0 Algebraic and Differential Anatomy of the Generator Polynomial|1.0 Algebraic and Differential Anatomy of A(x)]] * [[#1.1 The Historical “Numerical Coincidence” and Why It Is Not a Coincidence|1.1 Origin of the polynomial A(x)]] * [[#1.2 The Geometric Action Behind the Polynomial A(x)|1.2 Geometric action of the oscillating circle]] * [[#1.3 The Continued Fraction as a Refinement of the Underlying Graph|1.3 Continued fraction topological refinement]] === 1.0 Algebraic and Differential Anatomy of the Generator Polynomial === Prior to evaluating <math>A(x)</math> at the geometric resonance point <math>x = \pi</math>, a structural examination from the perspectives of [[Abstract algebra|abstract algebra]], [[Differential geometry|differential geometry]], and [[Invariant theory|invariant theory]] reveals that the polynomial :<math>A(x) = 4x^3 + x^2 + x</math> possesses rigid intrinsic properties that preclude any accidental or empirical origin. ==== 1.0.1 Degree Grading and Topological Decompositions ==== The polynomial is complete and strictly graded in degrees 3, 2, and 1, with a vanishing constant term (<math>c_0 = 0</math>). * '''Vanishing Constant Term (<math>A(0) = 0</math>):''' Ensures the existence of a trivial fixed point (vacuum state) at the origin of the [[Configuration space (physics)|configuration space]], allowing the algebraic factorization <math>A(x) = x(4x^2 + x + 1)</math>. * '''Graded Hierarchy <math>(3, 2, 1)</math>:''' Directly mirrors the dimensional decomposition of differential forms on a compact [[Riemannian manifold]] and discretized Regge calculus <ref name="regge1961" /> <ref name="cheeger1984" />: ** <math>x^3</math> corresponds to the 3D volume form of the underlying phase space. ** <math>x^2</math> corresponds to the 2D boundary surface curvature (area functional). ** <math>x^1</math> corresponds to the 1D topological invariant (the fundamental 1-cycle or perimeter of the oscillating boundary). ==== 1.0.2 Integer Coefficients and Spinorial Algebra ==== The sequence of natural coefficients <math>(4, 1, 1)</math> encodes precise algebraic invariants: * '''Leading Coefficient 4:''' Represents the dimension of the [[Dirac spinor]] space in four spacetime dimensions (<math>\mathbb{C}^4</math>), corresponding to the four helicity modes of the coupled fermion-photon system <ref name="blandino2026alpha" />. * '''Unitary Coefficients <math>(1, 1)</math>:''' Establish isotropic, unscaled coupling between the boundary surface (<math>x^2</math>) and the linear loop (<math>x^1</math>). * '''Unit Evaluation <math>A(1) = 6</math>:''' Evaluating the polynomial at unity yields <math>4(1)^3 + (1)^2 + 1 = 6</math>, matching the dimension of the [[Lorentz group]] <math>SO(3,1)</math> (the 6 generators of rotations and boosts) and the edge count of the fundamental 3-simplex (tetrahedron). ==== 1.0.3 Polynomial Discriminant and the Lie Algebra su(4) ==== Factoring out the topological 1-cycle <math>x</math> leaves the quadratic factor <math>P(x) = 4x^2 + x + 1</math>. The polynomial [[discriminant]] of this quadratic kernel is: :<math>\Delta = 1^2 - 4(4)(1) = 1 - 16 = -15</math> The absolute invariant <math>|\Delta| = 15</math> identifies key algebraic structures: * <math>15 = \dim(\mathfrak{su}(4))</math>, the dimension of the [[Special unitary group|special unitary Lie algebra]] <math>\mathfrak{su}(4)</math>, which governs the two-qubit operator space <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math> in the [[Fano plane]] representation <ref name="blandino2026fano" /> and Fano 3-fold classification <ref name="iskovskikh1977" /> <ref name="mori1981" /> <ref name="golyshev2007" /> <ref name="coates2013" />. * Since <math>\Delta < 0</math>, <math>A(x)</math> possesses exactly one real root (<math>x = 0</math>) and a pair of complex conjugate roots <math>x_{\pm} = \frac{-1 \pm i\sqrt{15}}{8}</math>, defining a unique stable real trajectory accompanied by a two-dimensional complex phase oscillation. ==== 1.0.4 Third Derivative as a String Curvature Invariant ==== The successive derivatives of <math>A(x)</math> are: :<math>A'(x) = 12x^2 + 2x + 1</math> :<math>A''(x) = 24x + 2</math> :<math>A'''(x) = 24</math> The third derivative <math>A'''(x) \equiv 24</math> is a constant, coordinate-independent differential invariant. In [[Bosonic string theory|bosonic string theory]] <ref name="polchinski1998" />, 24 represents the critical dimension of transverse physical oscillations (<math>D - 2 = 26 - 2 = 24</math>), tied to the [[Dedekind eta function]] and the symmetries of the [[Leech lattice]]. The polynomial <math>A(x)</math> intrinsically embeds the 24 transverse degrees of freedom as its cubic curvature. === 1.1 The Historical “Numerical Coincidence” and Why It Is Not a Coincidence === Historically, the polynomial :<math>A(x) = 4x^3 + x^2 + x</math> appears in popular literature and reference collections as a pure "numerical coincidence" <ref name="nature2010" /> that closely matches the empirical inverse fine-structure constant <ref name="codata2022" /> when evaluated at <math>x = \pi</math>: :<math>A(\pi) = 4\pi^3 + \pi^2 + \pi \approx 137.0363037</math> This interpretation as an accidental numerical proximity is mathematically and physically unsound <ref name="Sardin2025" />. The polynomial <math>A(x)</math> possesses intrinsic algebraic and structural properties that preclude random origin: * '''Uniqueness and Simplicity:''' It is the unique monic cubic polynomial with natural coefficients satisfying three independent topological and geometric constraints simultaneously. * '''Invariance under Differentiation:''' Its third derivative is constant, <math>\frac{d^3 A(x)}{dx^3} = 24</math>, yielding the exact dimensional invariant corresponding to the transverse modes of the bosonic string <ref name="polyakov1981" />. * '''Non-arbitrary Resonance Point:''' Evaluation at <math>x = \pi</math> is not an ad hoc selection, but represents the physical resonance state of an oscillating spatial circle. * '''Emergence from Action Principles:''' <math>A(x)</math> is rigorously derived as the classical geometric action of a dynamical system rather than a fitted numerical function <ref name="blandino2026alpha" />. === 1.2 The Geometric Action Behind the Polynomial A(x) === The polynomial <math>A(x)</math> is derived from the geometric action of an oscillating circle with radius <math>R = x</math>. Consider the geometric Lagrangian of the system <ref name="blandino2026alpha" />: :<math>\mathcal{L}_{\text{geo}}(d, \dot{d}) = 4\dot{d}^2 + \frac{1}{R}d^2 + \frac{1}{4R^2 - d^2}</math> The weak solution to the associated Euler-Lagrange equation yields the displacement field: :<math>d(\theta) = R \sin\theta</math> Integrating the action over a complete cycle <math>\theta \in [0, 2\pi]</math> gives: :<math>S_{\text{geo}}(R) = 4\pi R^3 + \pi R^2 + \pi R</math> Evaluating the functional at the fundamental geometric radius <math>R = \pi</math> yields the exact value of the generator polynomial: :<math>S_{\text{geo}}(\pi) = 4\pi^3 + \pi^2 + \pi = A(\pi)</math> This formal derivation establishes <math>A(x)</math> as the physical action of the oscillating boundary, disproving the classification as a superficial coincidence. === 1.3 The Continued Fraction as a Refinement of the Underlying Graph === The continued fraction representation of <math>\alpha^{-1}</math> does not serve as a phenomenological curve-fitting exercise to extract decimal digits. It constitutes the exact arithmetic refinement of the discrete graph generated by <math>A(x)</math> <ref name="blandino2026alpha" />. The physical value of <math>\alpha^{-1}</math> belongs to an arithmetic class whose partial quotients <math>q_i</math> are strictly bounded by: :<math>q_i \le 45</math> This bound is topological rather than empirical. The continuous spatial domain (oscillating circle) and the discrete algebraic graph (<math>PG(2,2)</math>) intersect at the invariant constraint: :<math>D = 45</math> This key dimension <math>D = 45</math> unifies the structure across four distinct domains: # The dimension of the virtual space in the matrix product state (MPS) <ref name="verstraete2004" />. # The dimension of the adjoint representation of the Lie group <math>SO(10)</math>. # The strict upper bound on the partial quotients of the continued fraction expansion <ref name="lovasz2006" /> <ref name="lovasz2012large" />. # The fixed point of the renormalization dynamical system. Consequently, the continued fraction provides the combinatorial refinement of the underlying continuous geometry produced by <math>A(x)</math>. ---- == 2. Exact Closed-Form Representation and the Cubic Curvature Invariant == === 2.1 The Polynomial Seed and Three-Term Formula === The classical approximation to the inverse fine-structure constant uses the cubic polynomial in <math>\boldsymbol{\pi}</math>: <math display="block">\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \approx 137.0363037759</math> which reproduces <math>\boldsymbol{\alpha}^{-1}</math> with an error of <math>\sim 3 \times 10^{-4}</math>. We refine this relation into an exact, convergent three-term analytical formula <ref name="blandino2026alpha" />: <math display="block">\boldsymbol{\alpha}^{-1} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \cdot \boldsymbol{\pi}^2 \cdot \boldsymbol{K}}</math> where <math>\boldsymbol{K}</math> is the bounded subtractive continued fraction: <math display="block">\boldsymbol{K} = 10 - \cfrac{1}{14 + \cfrac{1}{1 + \cfrac{1}{7 + \cfrac{1}{3 + \cfrac{1}{1 + \cfrac{1}{3 + \dots}}}}}}</math> === 2.2 Proof of the Analytic Origin of the Coefficient 24 === The denominator 24 in the second term is not an empirical fitting parameter. It is an intrinsic analytic invariant derived from the differential geometry of the generator polynomial. '''Theorem 1 (Cubic Curvature Theorem).''' ''Let <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> be a real cubic function. Its third derivative <math>\boldsymbol{A}'''(\boldsymbol{x})</math> is constant, uniform, and independent of <math>\boldsymbol{x}</math>:'' <math display="block">\boldsymbol{A}'(\boldsymbol{x}) = 12\boldsymbol{x}^2 + 2\boldsymbol{x} + 1, \qquad \boldsymbol{A}''(\boldsymbol{x}) = 24\boldsymbol{x} + 2, \qquad \boldsymbol{A}'''(\boldsymbol{x}) = 24</math> ''Evaluating the third derivative at <math>\boldsymbol{x} = \boldsymbol{\pi}</math> yields <math>\boldsymbol{A}'''(\boldsymbol{\pi}) \equiv 24</math>. Thus, the second term of the expansion is identically:'' <math display="block">\frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} \equiv \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi}) \cdot \boldsymbol{A}(\boldsymbol{\pi})}</math> This term represents the leading-order curvature correction of the configuration space, providing a purely analytic justification for 24. === 2.3 Bounded Partial Quotients and Arithmetic Invariance === An analysis of the historical CODATA values of <math>\boldsymbol{\alpha}^{-1}</math> (2006–2022) <ref name="codata2022" /> demonstrates that all measured values within the experimental uncertainty interval correspond to continued fractions whose partial quotients <math>\boldsymbol{q}_i</math> are bounded above by 45: <math display="block">\boldsymbol{q}_i \le 45 \quad \forall \boldsymbol{i} \in \mathbb{N}</math> This establishes that <math>\boldsymbol{\alpha}^{-1}</math> belongs to a restricted arithmetic class of real numbers of periodic type, imposing a topological bound <math>\boldsymbol{D} = 45</math> on the allowed virtual Hilbert space <ref name="lovasz2006" /> <ref name="borgs2008convergent" />. ---- == 3. Field Theory & Lagrangian Duality == === 3.1 The Geometric Field Lagrangian === Consider an oscillating circle of radius <math>\boldsymbol{R}</math> in the xy-plane whose center undergoes vertical displacement <math>\boldsymbol{d}(\boldsymbol{\theta})</math> parameterized by the phase angle <math>\boldsymbol{\theta} \in [0, 2\boldsymbol{\pi}]</math>. The cutting plane <math>\boldsymbol{z}=0</math> produces a chord length <math>\text{chord}(\boldsymbol{\theta}) = 2\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}(\boldsymbol{\theta})^2}</math>. We define the geometric field Lagrangian density <math>\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}})</math> as <ref name="blandino2026alpha" />: <math display="block">\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}}) = 4\dot{\boldsymbol{d}}^2 + \frac{1}{\boldsymbol{R}} \boldsymbol{d}^2 + \frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math> where <math>\dot{\boldsymbol{d}} = \frac{\boldsymbol{d} \boldsymbol{d}}{\boldsymbol{d}\boldsymbol{\theta}}</math>. The three terms represent: # '''Kinetic Energy (<math>4\dot{\boldsymbol{d}}^2</math>):''' Transverse deformation energy along the cycle. # '''Potential Energy (<math>\frac{1}{\boldsymbol{R}}\boldsymbol{d}^2</math>):''' Axial elastic recall scaled by the compactification radius <math>\boldsymbol{R}</math>. # '''Surface Coupling (<math>\frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math>):''' Interaction with the observer/cutting plane. === 3.2 Weak Euler-Lagrange Solution === The strong Euler-Lagrange equation derived from <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> is: <math display="block">8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} = 0</math> For an extended topological deformation over the cycle <math>[0, 2\boldsymbol{\pi}]</math>, the physical equation of motion must be satisfied in its '''weak (integral) form''': <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( 8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Substituting the harmonic ansatz <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> (where <math>\ddot{\boldsymbol{d}} = -\boldsymbol{R}\sin\boldsymbol{\theta} = -\boldsymbol{d}</math> and <math>\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2} = \boldsymbol{R}|\cos\boldsymbol{\theta}|</math>): <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( -8\boldsymbol{R}\sin\boldsymbol{\theta} - 2\sin\boldsymbol{\theta} + \frac{1}{4}\tan\boldsymbol{\theta} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Since <math>\int_0^{2\boldsymbol{\pi}} \sin\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> and the principal value <math>\int_0^{2\boldsymbol{\pi}} \tan\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> by quadrant symmetry, the integral vanishes identically. Thus, <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> is an exact weak solution over the topological cycle. === 3.3 On-Shell Action and Resonance at R = \pi === Evaluating <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> on-shell along <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math>: <math display="block">\boldsymbol{S}_{\text{geo}} = \int_{0}^{2\boldsymbol{\pi}} \left( 4\boldsymbol{R}^2\cos^2\boldsymbol{\theta} + \boldsymbol{R}\sin^2\boldsymbol{\theta} + \frac{\boldsymbol{R}}{4}|\cos\boldsymbol{\theta}| \right) \boldsymbol{d}\boldsymbol{\theta}</math> Using the definite integrals over <math>[0, 2\boldsymbol{\pi}]</math> (<math>\int \cos^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int \sin^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int |\cos\boldsymbol{\theta}| \boldsymbol{d}\boldsymbol{\theta} = 4</math>): <math display="block">\boldsymbol{S}_{\text{geo}} = 4\boldsymbol{\pi} \boldsymbol{R}^2 + \boldsymbol{\pi} \boldsymbol{R} + \boldsymbol{R}</math> Imposing the topological resonance condition <math>\boldsymbol{R} = \boldsymbol{\pi}</math> (where the radius matches half the phase period <math>\boldsymbol{T}/2 = \boldsymbol{\pi}</math>): <math display="block">\boldsymbol{S}_{\text{geo}}\Big|_{\boldsymbol{R}=\boldsymbol{\pi}} = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \equiv \boldsymbol{A}(\boldsymbol{\pi})</math> === 3.4 Duality with the Polyakov Bosonic String === The Polyakov action <ref name="polyakov1981" /> for a closed bosonic string compactified on a circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> with conformal gauge <math>\boldsymbol{h}_{ab} = \boldsymbol{\eta}_{ab}</math> reduces to: <math display="block">\boldsymbol{\mathcal{L}}_{\text{Polyakov}}(\boldsymbol{\theta}) = \frac{\boldsymbol{T} \boldsymbol{R}^2}{2} \left[ (\partial_{\boldsymbol{\theta}} \boldsymbol{\phi})^2 + \boldsymbol{m}^2 \boldsymbol{\phi}^2 + \boldsymbol{\lambda} \sqrt{1 - \boldsymbol{\phi}^2} \right]</math> Equating coefficients with <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> fixes the string parameters deterministically: * String Tension: <math>\boldsymbol{T} = 8</math> * Mass parameter: <math>\boldsymbol{m}^2 = \frac{1}{4\boldsymbol{\pi}}</math> * Non-linear coupling: <math>\boldsymbol{\lambda} = \frac{1}{16\boldsymbol{\pi}}</math> This proves that the oscillating circle is topologically dual to a compactified Polyakov bosonic string stripped of its topological phase <math>\boldsymbol{\pi}</math>. ---- == 4. Projective Geometry PG(2,2) and the Algebraic Origin of Alpha == === 4.1 Coupling the Oscillating Circle to the Fano Plane === The continuous dynamics of the oscillating circle (<math>\boldsymbol{R} = \boldsymbol{\pi}</math>) is coupled to the discrete projective structure of the [[Fano plane]] PG(2,2)—the smallest finite projective plane, comprising 7 points and 7 lines—via a spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> <ref name="blandino2026fano" />. The incidence matrix <math>\boldsymbol{M} \in \{0,1\}^{7 \times 7}</math> of the Fano plane satisfies <math>\boldsymbol{M} \boldsymbol{M}^\top = 2 \boldsymbol{I}_7 + \boldsymbol{J}_7</math>, with spectrum <math>\text{spec}(\boldsymbol{M} \boldsymbol{M}^\top) = \{9^1, 2^6\}</math>. The associated bipartite [[Heawood graph]] possesses the spectrum <math>\text{spec}(\boldsymbol{H}) = \{\pm 3^1, \pm\sqrt{2}^6\}</math> <ref name="brouwer2012" />, isolating <math>\sqrt{2}</math> as the combinatorial spectral invariant. === 4.2 The Spinorial Lift and Operator Algebra === We define the 4-dimensional two-qubit Hilbert space <math>\boldsymbol{\mathcal{H}} = \mathbb{C}^2 \otimes \mathbb{C}^2</math>. Under the spinorial reduction of Spin(7), the local operators representing physical dynamics are defined as: <math display="block">\boldsymbol{A} = 2\sqrt{2} \, (\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2), \qquad \boldsymbol{B} = \sqrt{7} \, (\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math> where: * <math>2\sqrt{2}</math> is the [[Tsirelson's bound|Tsirelson bound]] <ref name="cirelson1980" /> (<math>\boldsymbol{S}_{\text{Tsirelson}} = 2\sqrt{2}, \, \boldsymbol{S}_{\text{Tsirelson}}^2 = 8</math>), saturating the maximum quantum CHSH correlation <ref name="chsh1969" />. * <math>\sqrt{7}</math> is the quantum CHSH invariant evaluated at the spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>, where <math>\boldsymbol{S}_{\max}^2(\boldsymbol{\pi}/6) = 4(1 + \sin^2(\boldsymbol{\pi}/3)) = 7</math>, yielding <math>\boldsymbol{B}^2 = 7 \boldsymbol{I}_4</math>. === 4.3 The Difference Operator and Characteristic Polynomial === Define the difference operator <math>\boldsymbol{X} := \boldsymbol{A} - \boldsymbol{B} = 2\sqrt{2}(\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2) - \sqrt{7}(\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math>. '''Theorem 2 (Spectrum and Characteristic Polynomial of X).''' ''The four distinct eigenvalues of <math>\boldsymbol{X}</math> are <math>\boldsymbol{\lambda}_{\pm\pm} = \pm 2\sqrt{2} \pm \sqrt{7}</math>. The characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \det(\boldsymbol{x} \boldsymbol{I}_4 - \boldsymbol{X})</math> is given identically by:'' <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> ''Proof.'' Expanding the product of linear factors: <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \left(\boldsymbol{x}^2 - (2\sqrt{2} - \sqrt{7})^2\right) \left(\boldsymbol{x}^2 - (2\sqrt{2} + \sqrt{7})^2\right)</math> Computing the squared roots: <math display="block">(2\sqrt{2} \mp \sqrt{7})^2 = 8 + 7 \mp 4\sqrt{14} = 15 \mp 4\sqrt{14}</math> Summing the quadratic terms yields 15 + 15 = 30, and the product of the constant terms yields <math>(15 - 4\sqrt{14})(15 + 4\sqrt{14}) = 225 - 224 = 1</math>. Hence, <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. <math>\blacksquare</math> === 4.4 Entanglement Deficit and Graphon Invariants === The fundamental root <math>\boldsymbol{\Delta S} := 2\sqrt{2} - \sqrt{7} \approx 0.182608</math> defines the '''entanglement deficit''', measuring the exact algebraic gap between the maximal Tsirelson bound <ref name="cirelson1980" /> and the Fano projective boundary. The monodromy operator <math>\boldsymbol{M}(\boldsymbol{\theta}) = \exp(i \boldsymbol{\theta} \boldsymbol{X})</math> acting with the spinorial step <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> generates a 24-step discrete clock whose eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> select the 24 transverse modes of the bosonic string <ref name="polyakov1981" />. === 4.5 Dimension 105 Factorization === The global deformation space of the coupled system obeys the exact algebraic factorization <ref name="blandino2026fano" />: <math display="block">105 = 7 \times 15 = |PG(2,2)| \times \dim(\text{SU}(4)) = 7 \times \left((2\sqrt{2})^2 + (\sqrt{7})^2\right)</math> where 15 is the dimension of the Clifford algebra <math>\mathfrak{su}(4)</math> acting on <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math>, proving that the quantum state space of the vacuum is the irreducible representation space of the Klein combinatorial algebra. ---- == 5. Algorithmic Verification and Falsifiability Suites == The theoretical architecture is deterministically verified through automated computational suites. The models operate strictly without free parameters, relying exclusively on geometric invariants and topological bounds. === 5.1 Arithmetic Boundedness of Historical Data === A fine scan of the historical CODATA values for <math>\boldsymbol{\alpha}^{-1}</math> (2006-2022) <ref name="codata2022" /> confirms that all values within the experimental interval generate continued fractions with partial quotients strictly bounded by 45. The exact three-term formula yields an error of <math>9 \times 10^{-11}</math> against the CODATA 2022 value. === 5.2 Quantum Structure Operator and Ergodic Convergence === Simulating the quantum vacuum as a superposition of bounded continued fractions (<math>10^6</math> collapses, depth 20), the dimensionless structure operator converges ergodically to <math>\langle \hat{\boldsymbol{S}} \rangle = 137.03599916781</math>. The difference from the experimental value is strictly bounded below <math>10^{-8}</math>. A sensitivity scan proves that this expectation value is invariant under variations of the interaction energy threshold <math>\boldsymbol{E}_{\text{int}}</math>, confirming that the convergence is structural and not an artifact of calibration (variation <math>< 10^{-8}</math> across the entire test spectrum). === 5.3 Geometric Falsification and Circular MPS === Massive falsification tests over continuous geometries demonstrate that the action minimizes exclusively for a pure harmonic oscillation, a circle of exact radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math>, and coefficients (4, 1, 1/4). Any introduction of noise, asymmetry, or frequency deviation destroys the approximation. The contraction of the circular Matrix Product State (MPS) <ref name="verstraete2004" /> confirms this exact geometric action. At ultra-high resolution (<math>\boldsymbol{N} = 10^6</math> steps), the MPS yields <math>4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> with a spectral error of <math>1.06 \times 10^{-11}</math>. The pure Polyakov-MPS duality achieves optimal numerical precision at <math>\boldsymbol{N} = 5000</math>, yielding <math>\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi}</math> with an error of <math>2.84 \times 10^{-7}</math>. === 5.4 Fano-Alpha Unified Algebraic Verification === The coupling between the continuous Lagrangian and the Fano plane PG(2,2) is verified identically through the [[Dirac operator]] and the spinorial monodromy. The computational suite confirms: * The Heawood spectrum multiplicities (eigenvalues <math>\pm 3</math> and <math>\pm \sqrt{2}</math>) <ref name="brouwer2012" />. * The maximal CHSH correlation saturating at 7.0 for the phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> <ref name="chsh1969" />. * The exact characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> with matrix traces <math>\text{Tr}(\boldsymbol{X}^2) = 60</math> and <math>\text{Tr}(\boldsymbol{X}^4) = 1796</math>. * The unitary monodromy operator <math>\boldsymbol{U}_{24}</math> exactly matching the 24 string transverse modes <ref name="polchinski1998" />. === 5.5 Hydrogen Ground State Emergence === By utilizing the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}}</math> extracted from the circular MPS (with bond dimension <math>\boldsymbol{D}=45</math>, tension <math>\boldsymbol{T}=8</math>, and 24 transverse modes), the physical properties of the hydrogen atom are determined without any phenomenological fitting. Combining the pure topological output with the lepton mass scale (<math>\boldsymbol{m}_e</math>) deterministically yields: * Binding Energy: <math>-13.6057\text{ eV}</math> * Bohr Radius: <math>52.92\text{ pm}</math> * Orbital Velocity: <math>2187.69\text{ km/s}</math> * Vacuum Decay Probability: <math>3.06 \times 10^{-60}</math> == 6. Summary of Part I & References == Part I of this monograph has established the complete equivalence between: # The exact closed-form expansion of <math>\boldsymbol{\alpha}^{-1}</math> via <math>\boldsymbol{A}(\boldsymbol{\pi})</math> and the cubic curvature invariant <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math>. # The weak Euler-Lagrange solution of the geometric Lagrangian <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> and its Polyakov string duality at <math>\boldsymbol{R} = \boldsymbol{\pi}</math>. # The discrete projective incidence of PG(2,2) governed by the characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. # The computational verification of the hydrogen ground state from the circular Matrix Product State. == References & Bibliography == <references> <ref name="codata2022">'''CODATA (2022):''' ''CODATA Recommended Values of the Fundamental Physical Constants: 2022''.</ref> <ref name="nature2010">'''Nature Physics (2010):''' Editorial, [https://www.nature.com/articles/nphys1514 "The fine-structure constant: a numerical coincidence?"], ''Nature Physics'', 6, 1.</ref> <ref name="Sardin2025">'''Sardin, G. (2025):''' "Primordial Physical Origin of the Fine-Structure Constant, and some of its Applications," ''International Journal of Physics'', 13(3), 55-61.</ref> <ref name="polyakov1981">'''[[Alexander Markovich Polyakov|Polyakov, A. M.]] (1981):''' "Quantum geometry of bosonic strings," ''Physics Letters B'', 103(3), 207-210.</ref> <ref name="polchinski1998">'''[[Joseph Polchinski|Polchinski, J.]] (1998):''' ''String Theory, Vol. 1: An Introduction to the Bosonic String'', Cambridge University Press.</ref> <ref name="chsh1969">'''[[John Clauser|Clauser, J. F.]], Horne, M. A., [[Abner Shimony|Shimony, A.]], & Holt, R. A. (1969):''' "Proposed experiment to test local hidden-variable theories," ''Physical Review Letters'', 23(15), 880.</ref> <ref name="cirelson1980">'''[[Boris Cirelson|Cirel'son, B. S.]] (1980):''' "Quantum generalizations of Bell's inequality," ''Letters in Mathematical Physics'', 4(2), 93-100.</ref> <ref name="verstraete2004">'''[[Frank Verstraete|Verstraete, F.]], & [[Juan Ignacio Cirac Sasturain|Cirac, J. I.]] (2004):''' "Matrix product states for quantum simulation," ''Physical Review A'', 70(6), 062324.</ref> <ref name="regge1961">'''[[Tullio Regge|Regge, T.]] (1961):''' "General relativity without coordinates," ''Nuovo Cimento'', 19, 558–571.</ref> <ref name="cheeger1984">'''[[Jeff Cheeger|Cheeger, J.]], [[Werner Müller (mathematician)|Müller, W.]], & Schrader, R. (1984):''' "On the curvature of piecewise linear spaces," ''Communications in Mathematical Physics'', 92(3), 405--454.</ref> <ref name="brouwer2012">'''[[Andries Brouwer|Brouwer, A. E.]], & Haemers, W. H. (2012):''' ''Spectra of Graphs'', Springer.</ref> <ref name="coates2013">'''Coates, T., Corti, A., Galkin, S., & Kasprzyk, A. (2013):''' "Quantum periods for 3-dimensional Fano manifolds," arXiv:1310.7932.</ref> <ref name="iskovskikh1977">'''[[Vasily Iskovskikh|Iskovskikh, V. A.]] (1977):''' "Fano 3-folds. I," ''Izvestiya Rossiiskoi Akademii Nauk. Seriya Matematicheskaya'', 41(3), 516--562.</ref> <ref name="golyshev2007">'''Golyshev, V. V. (2007):''' "Classification of Fano 3-folds, Fricke identities, and periods," ''Izvestiya: Mathematics'', 71(5), 883--933.</ref> <ref name="mori1981">'''[[Shigefumi Mori|Mori, S.]], & [[Shigeru Mukai|Mukai, S.]] (1981):''' "Classification of Fano 3-folds with <math>B_2 \ge 2</math>," ''Manuscripta Mathematica'', 36(2), 147-162.</ref> <ref name="lovasz2006">'''[[László Lovász|Lovász, L.]], & Szegedy, B. (2006):''' "Limits of dense graph sequences," ''Journal of Combinatorial Theory, Series B'', 96(6), 933–957.</ref> <ref name="borgs2008convergent">'''Borgs, C., [[Jennifer Tour Chayes|Chayes, J. T.]], [[László Lovász|Lovász, L.]], Sós, V. T., & Vesztergombi, K. (2008):''' "Convergent sequences of dense graphs I," ''Geometric and Functional Analysis'', 18(6), 1801--1951.</ref> <ref name="lovasz2012large">'''[[László Lovász|Lovász, L.]] (2012):''' ''Large Networks and Graph Limits'', American Mathematical Society.</ref> <ref name="blandino2026alpha">'''Blandino, M. (2026a):''' ''The Lagrangian Duality of the Fine-Structure Constant (Alpha Series)'', Zenodo, Concept DOI: [https://doi.org/10.5281/zenodo.19802606 10.5281/zenodo.19802606].</ref> <ref name="blandino2026fano">'''Blandino, M. (2026b):''' ''The Fano 3-fold 2-22 as the Underlying Structure of the Unified PEPS-5D Lagrangian (EM+QG)'', Zenodo, Concept DOI: [https://doi.org/10.5281/zenodo.19955544 10.5281/zenodo.19955544].</ref> <ref name="alpha_fano_v2">'''Blandino, M. (2026c):''' ''Alpha Series & Fano Series (v2.0.0)'', Zenodo, DOI: [https://doi.org/10.5281/zenodo.20635062 10.5281/zenodo.20635062].</ref> </references> 4rld5xi7z3ufidcrsx5gc7zxfc8xe7w 2821686 2821683 2026-08-12T11:40:28Z Atcovi 276019 Atcovi moved page [[Research:First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries and Polyakov String Oscillations]] to [[User:BLANDINO Massimiliano/First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries and Polyakov String Oscillations]] without leaving a redirect: not suitable for mainspace 2821683 wikitext text/x-wiki {{Research project}} __NOTOC__ = First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries, Lagrangian Duality, and the Hydrogen Atom = ''Massimiliano Blandino'' — ''Independent Researcher'' ''ORCID: [https://orcid.org/0009-0006-3252-4011 0009-0006-3252-4011]'' ''Zenodo Archive Concept DOIs: [https://doi.org/10.5281/zenodo.19802606 10.5281/zenodo.19802606] | [https://doi.org/10.5281/zenodo.19955544 10.5281/zenodo.19955544]'' ---- == 1. Abstract & Topological Scope == This research monograph establishes a complete, first-principles derivation of the fine-structure constant (<math>\boldsymbol{\alpha}</math>) without free parameters, detailing its exact analytical closed form, its Lagrangian action principle, its representation as a circular Matrix Product State (MPS) <ref name="verstraete2004" />, and its physical manifestation as the critical collapse threshold governing the quantum measurement problem and the stability of the hydrogen 1s orbital <ref name="blandino2026alpha" /> <ref name="alpha_fano_v2" />. Starting from the generator polynomial <math>\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> (see [https://en.wikipedia.org/wiki/Fine-structure_constant#Numerical_approximations Historical Numerical Approximations on Wikipedia]), we prove that the physical inverse fine-structure constant <math>\boldsymbol{\alpha}^{-1}</math> corresponds to the Effective Action <math>\boldsymbol{\Gamma}_{\text{eff}}</math> of an oscillating circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> dual to a compactified [[Bosonic string theory|bosonic string]] <ref name="polyakov1981" /> <ref name="polchinski1998" />: <math display="block">\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi})\boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \boldsymbol{\pi}^2} \langle \hat{\boldsymbol{K}}^{-1} \rangle</math> where <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math> emerges identically as the third derivative (cubic curvature) of the polynomial—matching the 24 transverse modes of the bosonic string <ref name="polyakov1981" />—and <math>\boldsymbol{\lambda}_{\max}</math> is the dominant eigenvalue of a circular MPS with bond dimension <math>\boldsymbol{D} = 45</math>. We demonstrate that the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}} \approx 3.06 \times 10^{-60}</math> provides the fundamental dimensionless weight that resolves the measurement problem in Quantum Mechanics (QM) by defining the decoherence scale. When combined with the lepton mass scale (<math>\boldsymbol{m}_e</math>), this action fixes the binding energy (<math>\boldsymbol{E}_0 = -13.6057\text{ eV}</math>), the Bohr radius (<math>\boldsymbol{a}_0 = 52.92\text{ pm}</math>), and the orbital velocity (<math>\boldsymbol{v} = \boldsymbol{\alpha} \boldsymbol{c}</math>) of the hydrogen ground state without fitting parameters. ''See also internal semantic branches:'' * [[#1.0 Algebraic and Differential Anatomy of the Generator Polynomial|1.0 Algebraic and Differential Anatomy of A(x)]] * [[#1.1 The Historical “Numerical Coincidence” and Why It Is Not a Coincidence|1.1 Origin of the polynomial A(x)]] * [[#1.2 The Geometric Action Behind the Polynomial A(x)|1.2 Geometric action of the oscillating circle]] * [[#1.3 The Continued Fraction as a Refinement of the Underlying Graph|1.3 Continued fraction topological refinement]] === 1.0 Algebraic and Differential Anatomy of the Generator Polynomial === Prior to evaluating <math>A(x)</math> at the geometric resonance point <math>x = \pi</math>, a structural examination from the perspectives of [[Abstract algebra|abstract algebra]], [[Differential geometry|differential geometry]], and [[Invariant theory|invariant theory]] reveals that the polynomial :<math>A(x) = 4x^3 + x^2 + x</math> possesses rigid intrinsic properties that preclude any accidental or empirical origin. ==== 1.0.1 Degree Grading and Topological Decompositions ==== The polynomial is complete and strictly graded in degrees 3, 2, and 1, with a vanishing constant term (<math>c_0 = 0</math>). * '''Vanishing Constant Term (<math>A(0) = 0</math>):''' Ensures the existence of a trivial fixed point (vacuum state) at the origin of the [[Configuration space (physics)|configuration space]], allowing the algebraic factorization <math>A(x) = x(4x^2 + x + 1)</math>. * '''Graded Hierarchy <math>(3, 2, 1)</math>:''' Directly mirrors the dimensional decomposition of differential forms on a compact [[Riemannian manifold]] and discretized Regge calculus <ref name="regge1961" /> <ref name="cheeger1984" />: ** <math>x^3</math> corresponds to the 3D volume form of the underlying phase space. ** <math>x^2</math> corresponds to the 2D boundary surface curvature (area functional). ** <math>x^1</math> corresponds to the 1D topological invariant (the fundamental 1-cycle or perimeter of the oscillating boundary). ==== 1.0.2 Integer Coefficients and Spinorial Algebra ==== The sequence of natural coefficients <math>(4, 1, 1)</math> encodes precise algebraic invariants: * '''Leading Coefficient 4:''' Represents the dimension of the [[Dirac spinor]] space in four spacetime dimensions (<math>\mathbb{C}^4</math>), corresponding to the four helicity modes of the coupled fermion-photon system <ref name="blandino2026alpha" />. * '''Unitary Coefficients <math>(1, 1)</math>:''' Establish isotropic, unscaled coupling between the boundary surface (<math>x^2</math>) and the linear loop (<math>x^1</math>). * '''Unit Evaluation <math>A(1) = 6</math>:''' Evaluating the polynomial at unity yields <math>4(1)^3 + (1)^2 + 1 = 6</math>, matching the dimension of the [[Lorentz group]] <math>SO(3,1)</math> (the 6 generators of rotations and boosts) and the edge count of the fundamental 3-simplex (tetrahedron). ==== 1.0.3 Polynomial Discriminant and the Lie Algebra su(4) ==== Factoring out the topological 1-cycle <math>x</math> leaves the quadratic factor <math>P(x) = 4x^2 + x + 1</math>. The polynomial [[discriminant]] of this quadratic kernel is: :<math>\Delta = 1^2 - 4(4)(1) = 1 - 16 = -15</math> The absolute invariant <math>|\Delta| = 15</math> identifies key algebraic structures: * <math>15 = \dim(\mathfrak{su}(4))</math>, the dimension of the [[Special unitary group|special unitary Lie algebra]] <math>\mathfrak{su}(4)</math>, which governs the two-qubit operator space <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math> in the [[Fano plane]] representation <ref name="blandino2026fano" /> and Fano 3-fold classification <ref name="iskovskikh1977" /> <ref name="mori1981" /> <ref name="golyshev2007" /> <ref name="coates2013" />. * Since <math>\Delta < 0</math>, <math>A(x)</math> possesses exactly one real root (<math>x = 0</math>) and a pair of complex conjugate roots <math>x_{\pm} = \frac{-1 \pm i\sqrt{15}}{8}</math>, defining a unique stable real trajectory accompanied by a two-dimensional complex phase oscillation. ==== 1.0.4 Third Derivative as a String Curvature Invariant ==== The successive derivatives of <math>A(x)</math> are: :<math>A'(x) = 12x^2 + 2x + 1</math> :<math>A''(x) = 24x + 2</math> :<math>A'''(x) = 24</math> The third derivative <math>A'''(x) \equiv 24</math> is a constant, coordinate-independent differential invariant. In [[Bosonic string theory|bosonic string theory]] <ref name="polchinski1998" />, 24 represents the critical dimension of transverse physical oscillations (<math>D - 2 = 26 - 2 = 24</math>), tied to the [[Dedekind eta function]] and the symmetries of the [[Leech lattice]]. The polynomial <math>A(x)</math> intrinsically embeds the 24 transverse degrees of freedom as its cubic curvature. === 1.1 The Historical “Numerical Coincidence” and Why It Is Not a Coincidence === Historically, the polynomial :<math>A(x) = 4x^3 + x^2 + x</math> appears in popular literature and reference collections as a pure "numerical coincidence" <ref name="nature2010" /> that closely matches the empirical inverse fine-structure constant <ref name="codata2022" /> when evaluated at <math>x = \pi</math>: :<math>A(\pi) = 4\pi^3 + \pi^2 + \pi \approx 137.0363037</math> This interpretation as an accidental numerical proximity is mathematically and physically unsound <ref name="Sardin2025" />. The polynomial <math>A(x)</math> possesses intrinsic algebraic and structural properties that preclude random origin: * '''Uniqueness and Simplicity:''' It is the unique monic cubic polynomial with natural coefficients satisfying three independent topological and geometric constraints simultaneously. * '''Invariance under Differentiation:''' Its third derivative is constant, <math>\frac{d^3 A(x)}{dx^3} = 24</math>, yielding the exact dimensional invariant corresponding to the transverse modes of the bosonic string <ref name="polyakov1981" />. * '''Non-arbitrary Resonance Point:''' Evaluation at <math>x = \pi</math> is not an ad hoc selection, but represents the physical resonance state of an oscillating spatial circle. * '''Emergence from Action Principles:''' <math>A(x)</math> is rigorously derived as the classical geometric action of a dynamical system rather than a fitted numerical function <ref name="blandino2026alpha" />. === 1.2 The Geometric Action Behind the Polynomial A(x) === The polynomial <math>A(x)</math> is derived from the geometric action of an oscillating circle with radius <math>R = x</math>. Consider the geometric Lagrangian of the system <ref name="blandino2026alpha" />: :<math>\mathcal{L}_{\text{geo}}(d, \dot{d}) = 4\dot{d}^2 + \frac{1}{R}d^2 + \frac{1}{4R^2 - d^2}</math> The weak solution to the associated Euler-Lagrange equation yields the displacement field: :<math>d(\theta) = R \sin\theta</math> Integrating the action over a complete cycle <math>\theta \in [0, 2\pi]</math> gives: :<math>S_{\text{geo}}(R) = 4\pi R^3 + \pi R^2 + \pi R</math> Evaluating the functional at the fundamental geometric radius <math>R = \pi</math> yields the exact value of the generator polynomial: :<math>S_{\text{geo}}(\pi) = 4\pi^3 + \pi^2 + \pi = A(\pi)</math> This formal derivation establishes <math>A(x)</math> as the physical action of the oscillating boundary, disproving the classification as a superficial coincidence. === 1.3 The Continued Fraction as a Refinement of the Underlying Graph === The continued fraction representation of <math>\alpha^{-1}</math> does not serve as a phenomenological curve-fitting exercise to extract decimal digits. It constitutes the exact arithmetic refinement of the discrete graph generated by <math>A(x)</math> <ref name="blandino2026alpha" />. The physical value of <math>\alpha^{-1}</math> belongs to an arithmetic class whose partial quotients <math>q_i</math> are strictly bounded by: :<math>q_i \le 45</math> This bound is topological rather than empirical. The continuous spatial domain (oscillating circle) and the discrete algebraic graph (<math>PG(2,2)</math>) intersect at the invariant constraint: :<math>D = 45</math> This key dimension <math>D = 45</math> unifies the structure across four distinct domains: # The dimension of the virtual space in the matrix product state (MPS) <ref name="verstraete2004" />. # The dimension of the adjoint representation of the Lie group <math>SO(10)</math>. # The strict upper bound on the partial quotients of the continued fraction expansion <ref name="lovasz2006" /> <ref name="lovasz2012large" />. # The fixed point of the renormalization dynamical system. Consequently, the continued fraction provides the combinatorial refinement of the underlying continuous geometry produced by <math>A(x)</math>. ---- == 2. Exact Closed-Form Representation and the Cubic Curvature Invariant == === 2.1 The Polynomial Seed and Three-Term Formula === The classical approximation to the inverse fine-structure constant uses the cubic polynomial in <math>\boldsymbol{\pi}</math>: <math display="block">\boldsymbol{A}(\boldsymbol{\pi}) = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \approx 137.0363037759</math> which reproduces <math>\boldsymbol{\alpha}^{-1}</math> with an error of <math>\sim 3 \times 10^{-4}</math>. We refine this relation into an exact, convergent three-term analytical formula <ref name="blandino2026alpha" />: <math display="block">\boldsymbol{\alpha}^{-1} = \boldsymbol{A}(\boldsymbol{\pi}) - \frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} - \frac{1}{\boldsymbol{A}(\boldsymbol{\pi})^2 \cdot \boldsymbol{\pi}^2 \cdot \boldsymbol{K}}</math> where <math>\boldsymbol{K}</math> is the bounded subtractive continued fraction: <math display="block">\boldsymbol{K} = 10 - \cfrac{1}{14 + \cfrac{1}{1 + \cfrac{1}{7 + \cfrac{1}{3 + \cfrac{1}{1 + \cfrac{1}{3 + \dots}}}}}}</math> === 2.2 Proof of the Analytic Origin of the Coefficient 24 === The denominator 24 in the second term is not an empirical fitting parameter. It is an intrinsic analytic invariant derived from the differential geometry of the generator polynomial. '''Theorem 1 (Cubic Curvature Theorem).''' ''Let <math>\boldsymbol{A}(\boldsymbol{x}) = 4\boldsymbol{x}^3 + \boldsymbol{x}^2 + \boldsymbol{x}</math> be a real cubic function. Its third derivative <math>\boldsymbol{A}'''(\boldsymbol{x})</math> is constant, uniform, and independent of <math>\boldsymbol{x}</math>:'' <math display="block">\boldsymbol{A}'(\boldsymbol{x}) = 12\boldsymbol{x}^2 + 2\boldsymbol{x} + 1, \qquad \boldsymbol{A}''(\boldsymbol{x}) = 24\boldsymbol{x} + 2, \qquad \boldsymbol{A}'''(\boldsymbol{x}) = 24</math> ''Evaluating the third derivative at <math>\boldsymbol{x} = \boldsymbol{\pi}</math> yields <math>\boldsymbol{A}'''(\boldsymbol{\pi}) \equiv 24</math>. Thus, the second term of the expansion is identically:'' <math display="block">\frac{1}{24 \boldsymbol{A}(\boldsymbol{\pi})} \equiv \frac{1}{\boldsymbol{A}'''(\boldsymbol{\pi}) \cdot \boldsymbol{A}(\boldsymbol{\pi})}</math> This term represents the leading-order curvature correction of the configuration space, providing a purely analytic justification for 24. === 2.3 Bounded Partial Quotients and Arithmetic Invariance === An analysis of the historical CODATA values of <math>\boldsymbol{\alpha}^{-1}</math> (2006–2022) <ref name="codata2022" /> demonstrates that all measured values within the experimental uncertainty interval correspond to continued fractions whose partial quotients <math>\boldsymbol{q}_i</math> are bounded above by 45: <math display="block">\boldsymbol{q}_i \le 45 \quad \forall \boldsymbol{i} \in \mathbb{N}</math> This establishes that <math>\boldsymbol{\alpha}^{-1}</math> belongs to a restricted arithmetic class of real numbers of periodic type, imposing a topological bound <math>\boldsymbol{D} = 45</math> on the allowed virtual Hilbert space <ref name="lovasz2006" /> <ref name="borgs2008convergent" />. ---- == 3. Field Theory & Lagrangian Duality == === 3.1 The Geometric Field Lagrangian === Consider an oscillating circle of radius <math>\boldsymbol{R}</math> in the xy-plane whose center undergoes vertical displacement <math>\boldsymbol{d}(\boldsymbol{\theta})</math> parameterized by the phase angle <math>\boldsymbol{\theta} \in [0, 2\boldsymbol{\pi}]</math>. The cutting plane <math>\boldsymbol{z}=0</math> produces a chord length <math>\text{chord}(\boldsymbol{\theta}) = 2\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}(\boldsymbol{\theta})^2}</math>. We define the geometric field Lagrangian density <math>\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}})</math> as <ref name="blandino2026alpha" />: <math display="block">\boldsymbol{\mathcal{L}}_{\text{geo}}(\boldsymbol{d}, \dot{\boldsymbol{d}}) = 4\dot{\boldsymbol{d}}^2 + \frac{1}{\boldsymbol{R}} \boldsymbol{d}^2 + \frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math> where <math>\dot{\boldsymbol{d}} = \frac{\boldsymbol{d} \boldsymbol{d}}{\boldsymbol{d}\boldsymbol{\theta}}</math>. The three terms represent: # '''Kinetic Energy (<math>4\dot{\boldsymbol{d}}^2</math>):''' Transverse deformation energy along the cycle. # '''Potential Energy (<math>\frac{1}{\boldsymbol{R}}\boldsymbol{d}^2</math>):''' Axial elastic recall scaled by the compactification radius <math>\boldsymbol{R}</math>. # '''Surface Coupling (<math>\frac{1}{4}\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}</math>):''' Interaction with the observer/cutting plane. === 3.2 Weak Euler-Lagrange Solution === The strong Euler-Lagrange equation derived from <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> is: <math display="block">8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} = 0</math> For an extended topological deformation over the cycle <math>[0, 2\boldsymbol{\pi}]</math>, the physical equation of motion must be satisfied in its '''weak (integral) form''': <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( 8\ddot{\boldsymbol{d}} - \frac{2}{\boldsymbol{R}}\boldsymbol{d} + \frac{1}{4}\frac{\boldsymbol{d}}{\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2}} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Substituting the harmonic ansatz <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> (where <math>\ddot{\boldsymbol{d}} = -\boldsymbol{R}\sin\boldsymbol{\theta} = -\boldsymbol{d}</math> and <math>\sqrt{\boldsymbol{R}^2 - \boldsymbol{d}^2} = \boldsymbol{R}|\cos\boldsymbol{\theta}|</math>): <math display="block">\int_{0}^{2\boldsymbol{\pi}} \left( -8\boldsymbol{R}\sin\boldsymbol{\theta} - 2\sin\boldsymbol{\theta} + \frac{1}{4}\tan\boldsymbol{\theta} \right) \boldsymbol{d}\boldsymbol{\theta} = 0</math> Since <math>\int_0^{2\boldsymbol{\pi}} \sin\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> and the principal value <math>\int_0^{2\boldsymbol{\pi}} \tan\boldsymbol{\theta}\, \boldsymbol{d}\boldsymbol{\theta} = 0</math> by quadrant symmetry, the integral vanishes identically. Thus, <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math> is an exact weak solution over the topological cycle. === 3.3 On-Shell Action and Resonance at R = \pi === Evaluating <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> on-shell along <math>\boldsymbol{d}(\boldsymbol{\theta}) = \boldsymbol{R}\sin\boldsymbol{\theta}</math>: <math display="block">\boldsymbol{S}_{\text{geo}} = \int_{0}^{2\boldsymbol{\pi}} \left( 4\boldsymbol{R}^2\cos^2\boldsymbol{\theta} + \boldsymbol{R}\sin^2\boldsymbol{\theta} + \frac{\boldsymbol{R}}{4}|\cos\boldsymbol{\theta}| \right) \boldsymbol{d}\boldsymbol{\theta}</math> Using the definite integrals over <math>[0, 2\boldsymbol{\pi}]</math> (<math>\int \cos^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int \sin^2\boldsymbol{\theta} \boldsymbol{d}\boldsymbol{\theta} = \boldsymbol{\pi}</math>, <math>\int |\cos\boldsymbol{\theta}| \boldsymbol{d}\boldsymbol{\theta} = 4</math>): <math display="block">\boldsymbol{S}_{\text{geo}} = 4\boldsymbol{\pi} \boldsymbol{R}^2 + \boldsymbol{\pi} \boldsymbol{R} + \boldsymbol{R}</math> Imposing the topological resonance condition <math>\boldsymbol{R} = \boldsymbol{\pi}</math> (where the radius matches half the phase period <math>\boldsymbol{T}/2 = \boldsymbol{\pi}</math>): <math display="block">\boldsymbol{S}_{\text{geo}}\Big|_{\boldsymbol{R}=\boldsymbol{\pi}} = 4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi} \equiv \boldsymbol{A}(\boldsymbol{\pi})</math> === 3.4 Duality with the Polyakov Bosonic String === The Polyakov action <ref name="polyakov1981" /> for a closed bosonic string compactified on a circle of radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math> with conformal gauge <math>\boldsymbol{h}_{ab} = \boldsymbol{\eta}_{ab}</math> reduces to: <math display="block">\boldsymbol{\mathcal{L}}_{\text{Polyakov}}(\boldsymbol{\theta}) = \frac{\boldsymbol{T} \boldsymbol{R}^2}{2} \left[ (\partial_{\boldsymbol{\theta}} \boldsymbol{\phi})^2 + \boldsymbol{m}^2 \boldsymbol{\phi}^2 + \boldsymbol{\lambda} \sqrt{1 - \boldsymbol{\phi}^2} \right]</math> Equating coefficients with <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> fixes the string parameters deterministically: * String Tension: <math>\boldsymbol{T} = 8</math> * Mass parameter: <math>\boldsymbol{m}^2 = \frac{1}{4\boldsymbol{\pi}}</math> * Non-linear coupling: <math>\boldsymbol{\lambda} = \frac{1}{16\boldsymbol{\pi}}</math> This proves that the oscillating circle is topologically dual to a compactified Polyakov bosonic string stripped of its topological phase <math>\boldsymbol{\pi}</math>. ---- == 4. Projective Geometry PG(2,2) and the Algebraic Origin of Alpha == === 4.1 Coupling the Oscillating Circle to the Fano Plane === The continuous dynamics of the oscillating circle (<math>\boldsymbol{R} = \boldsymbol{\pi}</math>) is coupled to the discrete projective structure of the [[Fano plane]] PG(2,2)—the smallest finite projective plane, comprising 7 points and 7 lines—via a spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> <ref name="blandino2026fano" />. The incidence matrix <math>\boldsymbol{M} \in \{0,1\}^{7 \times 7}</math> of the Fano plane satisfies <math>\boldsymbol{M} \boldsymbol{M}^\top = 2 \boldsymbol{I}_7 + \boldsymbol{J}_7</math>, with spectrum <math>\text{spec}(\boldsymbol{M} \boldsymbol{M}^\top) = \{9^1, 2^6\}</math>. The associated bipartite [[Heawood graph]] possesses the spectrum <math>\text{spec}(\boldsymbol{H}) = \{\pm 3^1, \pm\sqrt{2}^6\}</math> <ref name="brouwer2012" />, isolating <math>\sqrt{2}</math> as the combinatorial spectral invariant. === 4.2 The Spinorial Lift and Operator Algebra === We define the 4-dimensional two-qubit Hilbert space <math>\boldsymbol{\mathcal{H}} = \mathbb{C}^2 \otimes \mathbb{C}^2</math>. Under the spinorial reduction of Spin(7), the local operators representing physical dynamics are defined as: <math display="block">\boldsymbol{A} = 2\sqrt{2} \, (\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2), \qquad \boldsymbol{B} = \sqrt{7} \, (\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math> where: * <math>2\sqrt{2}</math> is the [[Tsirelson's bound|Tsirelson bound]] <ref name="cirelson1980" /> (<math>\boldsymbol{S}_{\text{Tsirelson}} = 2\sqrt{2}, \, \boldsymbol{S}_{\text{Tsirelson}}^2 = 8</math>), saturating the maximum quantum CHSH correlation <ref name="chsh1969" />. * <math>\sqrt{7}</math> is the quantum CHSH invariant evaluated at the spinorial phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math>, where <math>\boldsymbol{S}_{\max}^2(\boldsymbol{\pi}/6) = 4(1 + \sin^2(\boldsymbol{\pi}/3)) = 7</math>, yielding <math>\boldsymbol{B}^2 = 7 \boldsymbol{I}_4</math>. === 4.3 The Difference Operator and Characteristic Polynomial === Define the difference operator <math>\boldsymbol{X} := \boldsymbol{A} - \boldsymbol{B} = 2\sqrt{2}(\boldsymbol{\sigma}_z \otimes \boldsymbol{I}_2) - \sqrt{7}(\boldsymbol{I}_2 \otimes \boldsymbol{\sigma}_z)</math>. '''Theorem 2 (Spectrum and Characteristic Polynomial of X).''' ''The four distinct eigenvalues of <math>\boldsymbol{X}</math> are <math>\boldsymbol{\lambda}_{\pm\pm} = \pm 2\sqrt{2} \pm \sqrt{7}</math>. The characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \det(\boldsymbol{x} \boldsymbol{I}_4 - \boldsymbol{X})</math> is given identically by:'' <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> ''Proof.'' Expanding the product of linear factors: <math display="block">\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \left(\boldsymbol{x}^2 - (2\sqrt{2} - \sqrt{7})^2\right) \left(\boldsymbol{x}^2 - (2\sqrt{2} + \sqrt{7})^2\right)</math> Computing the squared roots: <math display="block">(2\sqrt{2} \mp \sqrt{7})^2 = 8 + 7 \mp 4\sqrt{14} = 15 \mp 4\sqrt{14}</math> Summing the quadratic terms yields 15 + 15 = 30, and the product of the constant terms yields <math>(15 - 4\sqrt{14})(15 + 4\sqrt{14}) = 225 - 224 = 1</math>. Hence, <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. <math>\blacksquare</math> === 4.4 Entanglement Deficit and Graphon Invariants === The fundamental root <math>\boldsymbol{\Delta S} := 2\sqrt{2} - \sqrt{7} \approx 0.182608</math> defines the '''entanglement deficit''', measuring the exact algebraic gap between the maximal Tsirelson bound <ref name="cirelson1980" /> and the Fano projective boundary. The monodromy operator <math>\boldsymbol{M}(\boldsymbol{\theta}) = \exp(i \boldsymbol{\theta} \boldsymbol{X})</math> acting with the spinorial step <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> generates a 24-step discrete clock whose eigenphases <math>\{e^{i n\boldsymbol{\pi}/6}\}_{n=1}^{24}</math> select the 24 transverse modes of the bosonic string <ref name="polyakov1981" />. === 4.5 Dimension 105 Factorization === The global deformation space of the coupled system obeys the exact algebraic factorization <ref name="blandino2026fano" />: <math display="block">105 = 7 \times 15 = |PG(2,2)| \times \dim(\text{SU}(4)) = 7 \times \left((2\sqrt{2})^2 + (\sqrt{7})^2\right)</math> where 15 is the dimension of the Clifford algebra <math>\mathfrak{su}(4)</math> acting on <math>\mathbb{C}^2 \otimes \mathbb{C}^2</math>, proving that the quantum state space of the vacuum is the irreducible representation space of the Klein combinatorial algebra. ---- == 5. Algorithmic Verification and Falsifiability Suites == The theoretical architecture is deterministically verified through automated computational suites. The models operate strictly without free parameters, relying exclusively on geometric invariants and topological bounds. === 5.1 Arithmetic Boundedness of Historical Data === A fine scan of the historical CODATA values for <math>\boldsymbol{\alpha}^{-1}</math> (2006-2022) <ref name="codata2022" /> confirms that all values within the experimental interval generate continued fractions with partial quotients strictly bounded by 45. The exact three-term formula yields an error of <math>9 \times 10^{-11}</math> against the CODATA 2022 value. === 5.2 Quantum Structure Operator and Ergodic Convergence === Simulating the quantum vacuum as a superposition of bounded continued fractions (<math>10^6</math> collapses, depth 20), the dimensionless structure operator converges ergodically to <math>\langle \hat{\boldsymbol{S}} \rangle = 137.03599916781</math>. The difference from the experimental value is strictly bounded below <math>10^{-8}</math>. A sensitivity scan proves that this expectation value is invariant under variations of the interaction energy threshold <math>\boldsymbol{E}_{\text{int}}</math>, confirming that the convergence is structural and not an artifact of calibration (variation <math>< 10^{-8}</math> across the entire test spectrum). === 5.3 Geometric Falsification and Circular MPS === Massive falsification tests over continuous geometries demonstrate that the action minimizes exclusively for a pure harmonic oscillation, a circle of exact radius <math>\boldsymbol{R} = \boldsymbol{\pi}</math>, and coefficients (4, 1, 1/4). Any introduction of noise, asymmetry, or frequency deviation destroys the approximation. The contraction of the circular Matrix Product State (MPS) <ref name="verstraete2004" /> confirms this exact geometric action. At ultra-high resolution (<math>\boldsymbol{N} = 10^6</math> steps), the MPS yields <math>4\boldsymbol{\pi}^3 + \boldsymbol{\pi}^2 + \boldsymbol{\pi}</math> with a spectral error of <math>1.06 \times 10^{-11}</math>. The pure Polyakov-MPS duality achieves optimal numerical precision at <math>\boldsymbol{N} = 5000</math>, yielding <math>\boldsymbol{\alpha}^{-1} = \ln(\boldsymbol{\lambda}_{\max}) - \boldsymbol{\pi}</math> with an error of <math>2.84 \times 10^{-7}</math>. === 5.4 Fano-Alpha Unified Algebraic Verification === The coupling between the continuous Lagrangian and the Fano plane PG(2,2) is verified identically through the [[Dirac operator]] and the spinorial monodromy. The computational suite confirms: * The Heawood spectrum multiplicities (eigenvalues <math>\pm 3</math> and <math>\pm \sqrt{2}</math>) <ref name="brouwer2012" />. * The maximal CHSH correlation saturating at 7.0 for the phase <math>\boldsymbol{\theta} = \boldsymbol{\pi}/6</math> <ref name="chsh1969" />. * The exact characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math> with matrix traces <math>\text{Tr}(\boldsymbol{X}^2) = 60</math> and <math>\text{Tr}(\boldsymbol{X}^4) = 1796</math>. * The unitary monodromy operator <math>\boldsymbol{U}_{24}</math> exactly matching the 24 string transverse modes <ref name="polchinski1998" />. === 5.5 Hydrogen Ground State Emergence === By utilizing the vacuum persistence amplitude <math>\boldsymbol{\Psi}_{\text{vac}} = e^{-\boldsymbol{\alpha}^{-1}}</math> extracted from the circular MPS (with bond dimension <math>\boldsymbol{D}=45</math>, tension <math>\boldsymbol{T}=8</math>, and 24 transverse modes), the physical properties of the hydrogen atom are determined without any phenomenological fitting. Combining the pure topological output with the lepton mass scale (<math>\boldsymbol{m}_e</math>) deterministically yields: * Binding Energy: <math>-13.6057\text{ eV}</math> * Bohr Radius: <math>52.92\text{ pm}</math> * Orbital Velocity: <math>2187.69\text{ km/s}</math> * Vacuum Decay Probability: <math>3.06 \times 10^{-60}</math> == 6. Summary of Part I & References == Part I of this monograph has established the complete equivalence between: # The exact closed-form expansion of <math>\boldsymbol{\alpha}^{-1}</math> via <math>\boldsymbol{A}(\boldsymbol{\pi})</math> and the cubic curvature invariant <math>\boldsymbol{A}'''(\boldsymbol{\pi}) = 24</math>. # The weak Euler-Lagrange solution of the geometric Lagrangian <math>\boldsymbol{\mathcal{L}}_{\text{geo}}</math> and its Polyakov string duality at <math>\boldsymbol{R} = \boldsymbol{\pi}</math>. # The discrete projective incidence of PG(2,2) governed by the characteristic polynomial <math>\boldsymbol{\chi}_{\boldsymbol{X}}(\boldsymbol{x}) = \boldsymbol{x}^4 - 30\boldsymbol{x}^2 + 1</math>. # The computational verification of the hydrogen ground state from the circular Matrix Product State. == References & Bibliography == <references> <ref name="codata2022">'''CODATA (2022):''' ''CODATA Recommended Values of the Fundamental Physical Constants: 2022''.</ref> <ref name="nature2010">'''Nature Physics (2010):''' Editorial, [https://www.nature.com/articles/nphys1514 "The fine-structure constant: a numerical coincidence?"], ''Nature Physics'', 6, 1.</ref> <ref name="Sardin2025">'''Sardin, G. (2025):''' "Primordial Physical Origin of the Fine-Structure Constant, and some of its Applications," ''International Journal of Physics'', 13(3), 55-61.</ref> <ref name="polyakov1981">'''[[Alexander Markovich Polyakov|Polyakov, A. M.]] (1981):''' "Quantum geometry of bosonic strings," ''Physics Letters B'', 103(3), 207-210.</ref> <ref name="polchinski1998">'''[[Joseph Polchinski|Polchinski, J.]] (1998):''' ''String Theory, Vol. 1: An Introduction to the Bosonic String'', Cambridge University Press.</ref> <ref name="chsh1969">'''[[John Clauser|Clauser, J. F.]], Horne, M. A., [[Abner Shimony|Shimony, A.]], & Holt, R. A. (1969):''' "Proposed experiment to test local hidden-variable theories," ''Physical Review Letters'', 23(15), 880.</ref> <ref name="cirelson1980">'''[[Boris Cirelson|Cirel'son, B. S.]] (1980):''' "Quantum generalizations of Bell's inequality," ''Letters in Mathematical Physics'', 4(2), 93-100.</ref> <ref name="verstraete2004">'''[[Frank Verstraete|Verstraete, F.]], & [[Juan Ignacio Cirac Sasturain|Cirac, J. I.]] (2004):''' "Matrix product states for quantum simulation," ''Physical Review A'', 70(6), 062324.</ref> <ref name="regge1961">'''[[Tullio Regge|Regge, T.]] (1961):''' "General relativity without coordinates," ''Nuovo Cimento'', 19, 558–571.</ref> <ref name="cheeger1984">'''[[Jeff Cheeger|Cheeger, J.]], [[Werner Müller (mathematician)|Müller, W.]], & Schrader, R. (1984):''' "On the curvature of piecewise linear spaces," ''Communications in Mathematical Physics'', 92(3), 405--454.</ref> <ref name="brouwer2012">'''[[Andries Brouwer|Brouwer, A. E.]], & Haemers, W. H. (2012):''' ''Spectra of Graphs'', Springer.</ref> <ref name="coates2013">'''Coates, T., Corti, A., Galkin, S., & Kasprzyk, A. (2013):''' "Quantum periods for 3-dimensional Fano manifolds," arXiv:1310.7932.</ref> <ref name="iskovskikh1977">'''[[Vasily Iskovskikh|Iskovskikh, V. A.]] (1977):''' "Fano 3-folds. I," ''Izvestiya Rossiiskoi Akademii Nauk. Seriya Matematicheskaya'', 41(3), 516--562.</ref> <ref name="golyshev2007">'''Golyshev, V. V. (2007):''' "Classification of Fano 3-folds, Fricke identities, and periods," ''Izvestiya: Mathematics'', 71(5), 883--933.</ref> <ref name="mori1981">'''[[Shigefumi Mori|Mori, S.]], & [[Shigeru Mukai|Mukai, S.]] (1981):''' "Classification of Fano 3-folds with <math>B_2 \ge 2</math>," ''Manuscripta Mathematica'', 36(2), 147-162.</ref> <ref name="lovasz2006">'''[[László Lovász|Lovász, L.]], & Szegedy, B. (2006):''' "Limits of dense graph sequences," ''Journal of Combinatorial Theory, Series B'', 96(6), 933–957.</ref> <ref name="borgs2008convergent">'''Borgs, C., [[Jennifer Tour Chayes|Chayes, J. T.]], [[László Lovász|Lovász, L.]], Sós, V. T., & Vesztergombi, K. (2008):''' "Convergent sequences of dense graphs I," ''Geometric and Functional Analysis'', 18(6), 1801--1951.</ref> <ref name="lovasz2012large">'''[[László Lovász|Lovász, L.]] (2012):''' ''Large Networks and Graph Limits'', American Mathematical Society.</ref> <ref name="blandino2026alpha">'''Blandino, M. (2026a):''' ''The Lagrangian Duality of the Fine-Structure Constant (Alpha Series)'', Zenodo, Concept DOI: [https://doi.org/10.5281/zenodo.19802606 10.5281/zenodo.19802606].</ref> <ref name="blandino2026fano">'''Blandino, M. (2026b):''' ''The Fano 3-fold 2-22 as the Underlying Structure of the Unified PEPS-5D Lagrangian (EM+QG)'', Zenodo, Concept DOI: [https://doi.org/10.5281/zenodo.19955544 10.5281/zenodo.19955544].</ref> <ref name="alpha_fano_v2">'''Blandino, M. (2026c):''' ''Alpha Series & Fano Series (v2.0.0)'', Zenodo, DOI: [https://doi.org/10.5281/zenodo.20635062 10.5281/zenodo.20635062].</ref> </references> 4rld5xi7z3ufidcrsx5gc7zxfc8xe7w 0 331037 2821531 2026-08-12T01:48:55Z Mim0502 3106283 Created page with "{{subst:ME/BCS}}" 2821531 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 2821628 2821531 2026-08-12T06:34:52Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Machiavellianism]] using [[Help:Gadget-HotCat|HotCat]] 2821628 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Machiavellianism]] 80gv46j6b9nxcri88g2ti2v3u1wmoym 0 331038 2821536 2026-08-12T02:55:29Z ChelsSchofield 3106760 Heading and subheading entered 2821536 wikitext text/x-wiki == Technology Based Pain management == === How Can Technology based tools alter pain perception and pain management ? === 73yhwsmv7xc4qkwtkeifgq6pzfico7k 2821554 2821536 2026-08-12T03:16:04Z ChelsSchofield 3106760 Removed title Replaced with template 2821554 wikitext text/x-wiki https://en.wikiversity.org/wiki/Template:Motivation_and_emotion/Book_chapter_structure 0qp8l7jl6wtzg3enbo51eef8jwkinzr 2821556 2821554 2026-08-12T03:18:39Z ChelsSchofield 3106760 Replaced template link with template copy paste 2821556 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 2821558 2821556 2026-08-12T03:21:23Z ChelsSchofield 3106760 changed heading and subheading 2821558 wikitext text/x-wiki {{title|Technology Based Pain Management:<br>How Can Technology Based Tolls Alter Pain Perception and Pain management?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] i1dcgn6gd83aewmluce308pyun4gbjq 2821559 2821558 2026-08-12T03:23:48Z ChelsSchofield 3106760 spelling 2821559 wikitext text/x-wiki {{title|Technology Based Pain Management:<br>How Can Technology Based Tools Alter Pain Perception and Pain management?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] pbhuqznyh6kf2wtopz5k4jghormzzoi 2821560 2821559 2026-08-12T03:29:16Z ChelsSchofield 3106760 Removed image and created cite for new image 2821560 wikitext text/x-wiki {{title|Technology Based Pain Management:<br>How Can Technology Based Tools Alter Pain Perception and Pain management?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). Microsoft Copilot. (2026). Technology assisted pain management illustration featuring “Pain Study: Advanced Research & Treatment.” Generated image. University of Canberra Virtual Room, Brisbane, Australia. {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] alyq6t8ut1u75nez9t7pehbjprvgvo7 2821625 2821560 2026-08-12T06:33:35Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Pain]] using [[Help:Gadget-HotCat|HotCat]] 2821625 wikitext text/x-wiki {{title|Technology Based Pain Management:<br>How Can Technology Based Tools Alter Pain Perception and Pain management?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). Microsoft Copilot. (2026). Technology assisted pain management illustration featuring “Pain Study: Advanced Research & Treatment.” Generated image. University of Canberra Virtual Room, Brisbane, Australia. {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Pain]] pmg40eqfa34ovdxp99k9uwm97y6whqa 3 331039 2821538 2026-08-12T03:01:21Z Jtneill 10242 Welcome 2821538 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], P U3270518!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:01, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} 4idbbi5y6xe9amwww5ovx8f2zpp13vf 3 331040 2821541 2026-08-12T03:02:50Z Jtneill 10242 Welcome 2821541 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], U3275984!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:02, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} ck24ocs6ntj3bs6bft08zqtfx0ww9g0 3 331041 2821542 2026-08-12T03:03:12Z Jtneill 10242 Welcome 2821542 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Mim0502!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:03, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} r95tay2tld3f4nitlkobsegz417cntm 3 331042 2821546 2026-08-12T03:06:34Z Jtneill 10242 Welcome 2821546 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Jack4234!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:06, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} mp2geyvn5f7oub9a0voi1wlulxwwotr 3 331043 2821547 2026-08-12T03:06:47Z Jtneill 10242 Welcome 2821547 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], ChelsSchofield!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:06, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} 35ll0bo097akiluzxl3u154g1q4807p 3 331044 2821548 2026-08-12T03:06:55Z Jtneill 10242 Welcome 2821548 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], U3283302!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:06, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} tizrie0wd5sr7syszn549ykrzfw6fe1 0 331045 2821555 2026-08-12T03:18:25Z U3261207 3106767 Created page with "{{subst:ME/BCS}}" 2821555 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 2821557 2821555 2026-08-12T03:21:03Z U3261207 3106767 2821557 wikitext text/x-wiki {{title|What motivates retirement from work?<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] lqijnylimp32dpxffm9gcthv6n8zdpf 2821562 2821557 2026-08-12T03:40:54Z U3261207 3106767 2821562 wikitext text/x-wiki {{title|What Motivates Retirement from Work?<br><br>Understanding the psychological, social, and economic factors that influence retirement decisions }} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 5pl2kybj7q05w2f94hom9ute75yxqf4 2821564 2821562 2026-08-12T04:00:47Z U3261207 3106767 2821564 wikitext text/x-wiki {{title|What Motivates Retirement from Work?<br><br>Understanding the psychological, social, and economic factors that influence retirement decisions }} __TOC__ == Overview == == What factors influence people's decisions to retire? == == How do psychological needs and motivation influence retirement decisions? == == How does work identity affect the decision to retire? == == What emotional factors influence retirement? == == Why do some people continue working after they could retire? == == Conclusion == == See also == == References == == External Links == ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 4obmfef21yz0u22dkq60wgagx55ezl4 2821577 2821564 2026-08-12T04:14:01Z U3261207 3106767 2821577 wikitext text/x-wiki {{title|What Motivates Retirement from Work?<br><br>Understanding the psychological, social, and economic factors that influence retirement decisions }} __TOC__ == Overview == {{RoundBoxTop|theme=3}} '''Focus questions''' * What factors influence people's decisions to retire? * How do psychological needs and motivation influence retirement decisions? * How does work identity affect the decision to retire? * What emotional factors influence retirement? * Why do some people continue working after they could retire? {{RoundBoxBottom}} == Factors influencing retirement decisions == == Psychological needs and motivation == == Work identity and retirement == == Emotions and retirement == == Continuing to work after retirement age == == Conclusion == == See also == == References == == External Links == ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 1mb6odao4rglqeipxc5a2mwt70nzw2q 2821589 2821577 2026-08-12T04:49:42Z U3261207 3106767 2821589 wikitext text/x-wiki {{title|What Motivates Retirement from Work?<br><br>Understanding the psychological, social, and economic factors that influence retirement decisions }} __TOC__ == Overview == {{RoundBoxTop|theme=6}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; More money, or more life? Imagine you are nearing retirement age. You have always worked hard, built a secure career, and rarely thought about retirement. Then your family asks: “When do you actually want to retire?” You realise you have never really considered it. You start looking into your options, but the process feels overwhelming. You could keep working for several more years and build greater financial security. But what are those extra years worth? More savings could mean more financial freedom later, but retiring sooner could mean more time now, to travel, spend time with family, pursue interests, and simply have control over your days. You begin to wonder: Is working longer for more money worth postponing the freedom you could have today? And perhaps the hardest question: Why didn't I start thinking about this sooner? {{RoundBoxBottom}} Briefly explain the problem, why it is important, and outline how psychological science can help {{RoundBoxTop|theme=6}} '''Focus questions''' * What factors influence people's decisions to retire? * How do psychological needs and motivation influence retirement decisions? * How does work identity affect the decision to retire? * What emotional factors influence retirement? * Why do some people continue working after they could retire? {{RoundBoxBottom}} == Factors influencing retirement decisions == == Psychological needs and motivation == == Work identity and retirement == == Emotions and retirement == == Continuing to work after retirement age == == Conclusion == == See also == == References == == External Links == ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 02guerieg31hd4hbgwb6k4f8amohpyx 2821592 2821589 2026-08-12T05:03:47Z U3261207 3106767 /* Overview */ 2821592 wikitext text/x-wiki {{title|What Motivates Retirement from Work?<br><br>Understanding the psychological, social, and economic factors that influence retirement decisions }} __TOC__ == Overview == {{RoundBoxTop|theme=6}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; More money, or more life? Imagine you are nearing retirement age. You have always worked hard, built a secure career, and rarely thought about retirement. Then your family asks: “When do you actually want to retire?” You realise you have never really considered it. You start looking into your options, but the process feels overwhelming. You could keep working for several more years and build greater financial security. But what are those extra years worth? More savings could mean more financial freedom later, but retiring sooner could mean more time now, to travel, spend time with family, pursue interests, and simply have control over your days. You begin to wonder: Is working longer for more money worth postponing the freedom you could have today? And perhaps the hardest question: Why didn't I start thinking about this sooner? {{RoundBoxBottom}} Briefly explain the problem, why it is important, and outline how psychological science can help * ... * ... * ... {{RoundBoxTop|theme=6}} '''Focus questions''' * What factors influence people's decisions to retire? * How do psychological needs and motivation influence retirement decisions? * How does work identity affect the decision to retire? * What emotional factors influence retirement? * Why do some people continue working after they could retire? {{RoundBoxBottom}} == Factors influencing retirement decisions == * ... * ... * ... == Psychological needs and motivation == * ... * ... * ... == Work identity and retirement == * ... * ... * ... == Emotions and retirement == * ... * ... * ... == Continuing to work after retirement age == * ... * ... * ... == Conclusion == * ... * ... * ... == See also == == References == == External Links == ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] hoodzn76bngaczy37d87k6q38qex0g2 2821621 2821592 2026-08-12T06:32:00Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Work]] using [[Help:Gadget-HotCat|HotCat]] 2821621 wikitext text/x-wiki {{title|What Motivates Retirement from Work?<br><br>Understanding the psychological, social, and economic factors that influence retirement decisions }} __TOC__ == Overview == {{RoundBoxTop|theme=6}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; More money, or more life? Imagine you are nearing retirement age. You have always worked hard, built a secure career, and rarely thought about retirement. Then your family asks: “When do you actually want to retire?” You realise you have never really considered it. You start looking into your options, but the process feels overwhelming. You could keep working for several more years and build greater financial security. But what are those extra years worth? More savings could mean more financial freedom later, but retiring sooner could mean more time now, to travel, spend time with family, pursue interests, and simply have control over your days. You begin to wonder: Is working longer for more money worth postponing the freedom you could have today? And perhaps the hardest question: Why didn't I start thinking about this sooner? {{RoundBoxBottom}} Briefly explain the problem, why it is important, and outline how psychological science can help * ... * ... * ... {{RoundBoxTop|theme=6}} '''Focus questions''' * What factors influence people's decisions to retire? * How do psychological needs and motivation influence retirement decisions? * How does work identity affect the decision to retire? * What emotional factors influence retirement? * Why do some people continue working after they could retire? {{RoundBoxBottom}} == Factors influencing retirement decisions == * ... * ... * ... == Psychological needs and motivation == * ... * ... * ... == Work identity and retirement == * ... * ... * ... == Emotions and retirement == * ... * ... * ... == Continuing to work after retirement age == * ... * ... * ... == Conclusion == * ... * ... * ... == See also == == References == == External Links == ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Work]] s5sm3y4wxu9bdk7nm0xyi73q38dxoco 0 331046 2821563 2026-08-12T03:42:43Z ~2026-44395-45 3106745 Added template to begin writing chapter development. 2821563 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} == Headings == Use this heading structure: * [[Motivation and emotion/Book/2026/Self-concept and motivation#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[Motivation and emotion/Book/2026/Self-concept and motivation#Conclusion|Conclusion]] * See also * References * External links == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[Motivation and emotion/Book/2026/Self-concept and motivation#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[Motivation and emotion/Book/2026/Self-concept and motivation#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit":<quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[Motivation and emotion/Book/2026/Self-concept and motivation#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}}{{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link}} <includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]]</includeonly><noinclude> </noinclude> 8qabdhs9mwvhayqp4iacbli88uj0jba 2821624 2821563 2026-08-12T06:33:09Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Self-concept]] using [[Help:Gadget-HotCat|HotCat]] 2821624 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} == Headings == Use this heading structure: * [[Motivation and emotion/Book/2026/Self-concept and motivation#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[Motivation and emotion/Book/2026/Self-concept and motivation#Conclusion|Conclusion]] * See also * References * External links == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[Motivation and emotion/Book/2026/Self-concept and motivation#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[Motivation and emotion/Book/2026/Self-concept and motivation#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit":<quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[Motivation and emotion/Book/2026/Self-concept and motivation#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}}{{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link}} <includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] </includeonly><noinclude> </noinclude> mwxjy0isk7um3ejgcbo0ajhsdq8x2lr 2821639 2821624 2026-08-12T06:40:19Z Jtneill 10242 added [[Category:Motivation and emotion/Book/2026]] using [[Help:Gadget-HotCat|HotCat]] 2821639 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} == Headings == Use this heading structure: * [[Motivation and emotion/Book/2026/Self-concept and motivation#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[Motivation and emotion/Book/2026/Self-concept and motivation#Conclusion|Conclusion]] * See also * References * External links == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[Motivation and emotion/Book/2026/Self-concept and motivation#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[Motivation and emotion/Book/2026/Self-concept and motivation#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit":<quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[Motivation and emotion/Book/2026/Self-concept and motivation#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}}{{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link}} <includeonly> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] </includeonly><noinclude> </noinclude> dwuvskwcv64u3yraq20zko9opcqv23b 2821640 2821639 2026-08-12T06:41:13Z Jtneill 10242 2821640 wikitext text/x-wiki {{title|Self-concept and motivation:<br>How does self-concept relate to motivation?}} == Overview == {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} == Headings == Use this heading structure: * [[Motivation and emotion/Book/2026/Self-concept and motivation#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[Motivation and emotion/Book/2026/Self-concept and motivation#Conclusion|Conclusion]] * See also * References * External links == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[Motivation and emotion/Book/2026/Self-concept and motivation#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[Motivation and emotion/Book/2026/Self-concept and motivation#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit":<quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[Motivation and emotion/Book/2026/Self-concept and motivation#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}}{{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link}} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-concept]] [[Category:Motivation and emotion/Book/2026]] ay9p0wvnxpy2174ye9nyk7daj1t5x5k 2 331047 2821566 2026-08-12T04:05:37Z U3224236 3106774 Created page with "Student for Motivation and Emotions." 2821566 wikitext text/x-wiki Student for Motivation and Emotions. p5o1psthhqmp1i7e9ufqi1233yyeiza 0 331048 2821567 2026-08-12T04:07:33Z U3282656 3106751 Created page with "{{subst:ME/BCS}}" 2821567 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 2821571 2821567 2026-08-12T04:10:03Z U3282656 3106751 2821571 wikitext text/x-wiki {{title|Active vs Passive Social Media Use}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 03xj52xol3u3q5rxepe3og9fhmlaed8 2821623 2821571 2026-08-12T06:32:48Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Social media]] using [[Help:Gadget-HotCat|HotCat]] 2821623 wikitext text/x-wiki {{title|Active vs Passive Social Media Use}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Social media]] h7gn0r161zgptd5zv6awvmhfk5edduc 0 331049 2821568 2026-08-12T04:07:36Z Jtneill 10242 Created page with "{{subst:ME/BCS}}" 2821568 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 2821572 2821568 2026-08-12T04:10:36Z Jtneill 10242 Started chapter 2821572 wikitext text/x-wiki {{title|Title will go here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A brief, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] mn6l5s78oxc4ynvrcmvcjwv399hxttl 2821582 2821572 2026-08-12T04:23:06Z Jtneill 10242 Added image 2821582 wikitext text/x-wiki {{title|Title will go here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A brief, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] [[File:Teens sharing a song.jpg|thumb|'''Figure 1'''. Adolescents enjoying spending time together.]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] capx4cdxo6ewnl1u2a9jmy3e0u73o8s 2821584 2821582 2026-08-12T04:23:42Z Jtneill 10242 2821584 wikitext text/x-wiki {{title|Title will go here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A brief, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== [[File:Teens sharing a song.jpg|thumb|'''Figure 1'''. Adolescents enjoying spending time together.]] Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] pbcanwtwg1fqatwvi8y95al5g7tup6z 0 331050 2821570 2026-08-12T04:07:58Z U3224236 3106774 Created page with "{{subst:ME/BCS}}" 2821570 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 2821585 2821570 2026-08-12T04:26:15Z U3224236 3106774 2821585 wikitext text/x-wiki {{title|Melatonin and Seasonal Mood Changes:<br>What role does melatonin play in seasonal mood changes?}} __TOC__ [[File:Melatonin.svg|center|thumb|350x350px]] [[File:Melatonin production in 24 hour cycle.jpg|center|thumb|391x391px]] ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] m0ga4c56lecu0g0dlyw8tb561uu3gsh 2821622 2821585 2026-08-12T06:32:23Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Mood]] using [[Help:Gadget-HotCat|HotCat]] 2821622 wikitext text/x-wiki {{title|Melatonin and Seasonal Mood Changes:<br>What role does melatonin play in seasonal mood changes?}} __TOC__ [[File:Melatonin.svg|center|thumb|350x350px]] [[File:Melatonin production in 24 hour cycle.jpg|center|thumb|391x391px]] ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] gqstmxvi4g4j5m9epqhhqz1o3dshy82 2 331051 2821580 2026-08-12T04:18:53Z U3253363 3106362 Starting profile page 2821580 wikitext text/x-wiki == About me == Hi, I'm [https://www.linkedin.com/in/pepper-white/ Pepper]. I am third-year Bachelor of Science in Psychology student at the [https://www.canberra.edu.au/ University of Canberra]. I am passionate about preventative mental health care and supporting those in need. This passion motivates me in my studies and at work. I currently work as a: * '''Mental Health Educator''' with [https://mieact.org.au/ Mental Illness Education ACT]. In this role, I facilitate discussions about [[Stress (psychological)|stress]], [https://www.beyondblue.org.au/mental-health/depression?gad_source=1&gad_campaignid=21934835275&gbraid=0AAAAADuibRbKbycJc05RErZ8UMCld1aGB&gclid=Cj0KCQjwkOvTBhDgARIsAKUNyRuK4CGO5WdRCpr1RDshuiDIlyi_ZwRe8ZFfvAygSGrvK0TbjFm7VtYaAkf8EALw_wcB depression], and [[wikipedia:Help-seeking|help-seeking]] with ACT school students. * '''Student Advocate''' in the [https://www.canberra.edu.au/content/myuc/home/support/student-advocacy-and-src/student-advocacy.html Student Advocacy Office] at the University of Canberra. In this role, I help my peer university students navigate university policies and procedures. In my spare time, I love making art and being outdoors. My favourite pastimes are: * [[wikipedia:Oil_painting|oil painting]] * figure drawing * running * playing water polo with the [https://www.revolutionise.com.au/dragonswp/home/ Gungahlin Dragons Water Polo Club] * travelling the world. == Book chapter == The book chapter I am writing is [[Motivation and emotion/Book/2026/Self-concept and motivation|Self-concept and motivation]]. The chapter navigates the question "How does self-concept relate to motivation?" I chose this topic to explore due to my fascination with how the perception of oneself can influence one's behaviour. == Social contributions == 6nxyg7tovuqhjdlww6dvckp9o1jvkhz 2821586 2821580 2026-08-12T04:26:37Z U3253363 3106362 Minor edits in formatting of About Me section 2821586 wikitext text/x-wiki == About me == Hi, I'm [https://www.linkedin.com/in/pepper-white/ Pepper]. I am a third-year Bachelor of Science in Psychology student at the [https://www.canberra.edu.au/ University of Canberra]. I am passionate about preventative mental health care and supporting those in need. This passion motivates me in my studies and at work. === Work experience === * '''Mental Health Educator''' with [https://mieact.org.au/ Mental Illness Education ACT]. In this role, I facilitate discussions about [[Stress (psychological)|stress]], [https://www.beyondblue.org.au/mental-health/depression?gad_source=1&gad_campaignid=21934835275&gbraid=0AAAAADuibRbKbycJc05RErZ8UMCld1aGB&gclid=Cj0KCQjwkOvTBhDgARIsAKUNyRuK4CGO5WdRCpr1RDshuiDIlyi_ZwRe8ZFfvAygSGrvK0TbjFm7VtYaAkf8EALw_wcB depression], and [[wikipedia:Help-seeking|help-seeking]] with ACT school students. * '''Student Advocate''' in the [https://www.canberra.edu.au/content/myuc/home/support/student-advocacy-and-src/student-advocacy.html Student Advocacy Office] at the University of Canberra. In this role, I help my peer university students navigate university policies and procedures. === Hobbies === * [[wikipedia:Oil_painting|Oil painting]] * Figure drawing * Running * Playing water polo with the [https://www.revolutionise.com.au/dragonswp/home/ Gungahlin Dragons Water Polo Club] * Travelling == Book chapter == The book chapter I am writing is [[Motivation and emotion/Book/2026/Self-concept and motivation|Self-concept and motivation]]. The chapter navigates the question "How does self-concept relate to motivation?" I chose this topic to explore due to my fascination with how the perception of oneself can influence one's behaviour. == Social contributions == scmp7qqjtf4cgy0hf3kf40zj1xnlw0x 2821642 2821586 2026-08-12T07:22:39Z U3253363 3106362 Slight wording change in starting sentence. 2821642 wikitext text/x-wiki == About me == Hi, my name is [https://www.linkedin.com/in/pepper-white/ Pepper]. I am a third-year Bachelor of Science in Psychology student at the [https://www.canberra.edu.au/ University of Canberra]. I am passionate about preventative mental health care and supporting those in need. This passion motivates me in my studies and at work. === Work experience === * '''Mental Health Educator''' with [https://mieact.org.au/ Mental Illness Education ACT]. In this role, I facilitate discussions about [[Stress (psychological)|stress]], [https://www.beyondblue.org.au/mental-health/depression?gad_source=1&gad_campaignid=21934835275&gbraid=0AAAAADuibRbKbycJc05RErZ8UMCld1aGB&gclid=Cj0KCQjwkOvTBhDgARIsAKUNyRuK4CGO5WdRCpr1RDshuiDIlyi_ZwRe8ZFfvAygSGrvK0TbjFm7VtYaAkf8EALw_wcB depression], and [[wikipedia:Help-seeking|help-seeking]] with ACT school students. * '''Student Advocate''' in the [https://www.canberra.edu.au/content/myuc/home/support/student-advocacy-and-src/student-advocacy.html Student Advocacy Office] at the University of Canberra. In this role, I help my peer university students navigate university policies and procedures. === Hobbies === * [[wikipedia:Oil_painting|Oil painting]] * Figure drawing * Running * Playing water polo with the [https://www.revolutionise.com.au/dragonswp/home/ Gungahlin Dragons Water Polo Club] * Travelling == Book chapter == The book chapter I am writing is [[Motivation and emotion/Book/2026/Self-concept and motivation|Self-concept and motivation]]. The chapter navigates the question "How does self-concept relate to motivation?" I chose this topic to explore due to my fascination with how the perception of oneself can influence one's behaviour. == Social contributions == hut7ew15p7oqdxvgs6j3zpthwv3bk7q 0 331052 2821590 2026-08-12T04:53:35Z U3280743 3106333 Created page with "{{subst:ME/BCS}}" 2821590 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 2821601 2821590 2026-08-12T05:29:37Z U3280743 3106333 2821601 wikitext text/x-wiki {{title|Need To Love and Be Loved:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] lws4mx5r6b0chpx96sofy16l6az0f2y 2821620 2821601 2026-08-12T06:31:43Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Love]] using [[Help:Gadget-HotCat|HotCat]] 2821620 wikitext text/x-wiki {{title|Need To Love and Be Loved:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Love]] i9ire1e31gq0ectan16lu3tf61a8pa4 0 331053 2821603 2026-08-12T05:31:37Z Splains 2988291 create 2821603 wikitext text/x-wiki {{Article info | first1 = | last1 = Anon until publication | orcid1 = | affiliation1 = | correspondence1 = | et_al = true | w1 = Three Dikgosi Monument | journal = WikiJournal of Humanities | abstract = The '''Three Dikgosi Monument''' is a [[w:bronze sculpture|bronze sculpture]] located in the [[w:Central Business District, Gaborone|Central Business District]] of [[w:Gaborone|Gaborone, Botswana]]. The monument features {{convert|5.4|metre|ft|adj=on}} tall statues of [[w:Khama III|Khama III]], [[w:Sebele I|Sebele I]], and [[w:Bathoen I|Bathoen I]]—three [[w:kgosi|''dikgosi'']] (tribal chiefs) recognized as foundational figures in the [[w:History of Botswana|nation's history]]. In 1895, the three traveled to Great Britain and convinced the British government to not merge the [[w:Bechuanaland Protectorate|Bechuanaland Protectorate]] and [[w:Cecil Rhodes|Cecil Rhodes]]'s [[w:British South Africa Company|British South Africa Company]] following threats to merge the two entities. Permission was granted, giving the nation British protection until its independence in 1966. The three were eventually declared "Founders of the Nation" by the government-owned ''[[w:Kutlwano Magazine|Kutlwano Magazine]]'' at the time of Botswana's independence. In 1990, the [[w:House of Chiefs (Botswana)|House of Chiefs]] proposed that the three ''dikgosi'' be commemorated through a public monument, and the project was awarded to the [[w:North Korea|North Korean]] company [[w:Mansudae Overseas Projects|Mansudae Overseas Projects]] to build the monument, which resulted in controversy among local sculptors. It was inaugurated on 29 September 2005 by former President [[w:Festus Mogae|Festus Mogae]]. The {{convert|7|metre|ft|adj=on}} tall monument features a [[w:Coat of arms of Botswana|coat of arms]] in front of the three statues. Six plinths at the feet of the statues provide information about Botswana's independence and struggles from the [[w:Mfecane|Mfecane]] period to [[w:Independence Day (Botswana)|Botswana's independence]]. The monument has been criticised for retaining [[w:Tswana people|Tswana]] dominance and for not including [[w:Sechele I|Sechele I]], a crucial figure in the Batswana victory of the [[w:Battle of Dimawe|Battle of Dimawe]]. | submitted = 8/11/2026 | toc = 2 }} == Background == Fearing [[wikipedia:German colonization of Africa|German influence in the region]], the United Kingdom agreed to form the [[wikipedia:Bechuanaland Protectorate|Bechuanaland Protectorate]].{{Sfn|Hillbom|Bolt|2018|p=40}}{{Sfn|Leith|2005|p=23}} Tswana ''dikgosi'' (tribal chiefs) believed that the alternative to British control was [[wikipedia:settler colonialism|settler colonialism]] by Germany.{{Sfn|Hjort|2009|p=694}} They also wished to avoid falling under the control of South Africa or mining magnate [[wikipedia:Cecil Rhodes|Cecil Rhodes]], though the protectorate still found itself dependent on South Africa economically.{{Sfn|Rotberg|2023|p=197}} The British planned to eventually incorporate the Bechuanaland Protectorate into the [[wikipedia:Union of South Africa|Union of South Africa]].{{Sfn|Leith|2005|p=24}} In the years after the protectorate's creation, the United Kingdom entered talks with Rhodes to absorb it into the [[wikipedia:British South Africa Company|British South Africa Company]].{{Sfn|Hillbom|Bolt|2018|p=40}}{{Sfn|Thebe|Manatsha|2023|p=10}} In response, three of the most influential ''dikgosi'', [[wikipedia:Khama III|Khama III]] of the [[wikipedia:Ngwato tribe|Ngwato tribe]], [[wikipedia:Sebele I|Sebele I]] of the [[wikipedia:Kwena tribe|Kwena tribe]], and [[wikipedia:Bathoen I|Bathoen I]] of the [[wikipedia:Bangwaketse|Ngwaketse tribe]] made a diplomatic trip to the United Kingdom in 1895 and convinced the government not to complete the deal.{{Sfn|Hillbom|Bolt|2018|p=41}}{{Sfn|Denbow|Thebe|2006|p=xvii}}{{sfn|Segwai|2006}} This event established a precedent for ''dikgosi'' engaging with British authorities collectively, which cemented the three as foundational figures in the formation of a unified Botswana.{{Sfn|Hjort|2009|p=704}}{{Sfn|Gulbrandsen|2012|p=29}} Rhodes's handling of the failed [[wikipedia:Jameson Raid|Jameson Raid]] discouraged the British and negotiations were postponed indefinitely.{{Sfn|Denbow|Thebe|2006|pp=30–31}} The three ''dikgosi'' were dubbed "Founders of the Nation" by the government-owned ''[[wikipedia:Kutlwano Magazine|Kutlwano Magazine]]'' at the time of Botswana's independence in 1966.{{Sfn|Parsons|2006|p=679}} Over the following decades, they were adopted as "icons of unitary nationalism advocating renewed independence".{{Sfn|Parsons|2006|p=679}} == History and planning == In 1990, the [[wikipedia:House of Chiefs (Botswana)|House of Chiefs]] proposed that the three ''dikgosi'' be commemorated in a public monument.{{sfn|Parsons|2006|p=680}} Funds were allocated for a statue in the 1997–98 budget and an advisory committee was appointed to determine the statue's location, but construction was delayed due to objections regarding the location of the monument by planning officials.{{sfn|Parsons|2006|p=680}}{{Sfn|Thebe|Manatsha|2023|p=10}} A site in Gaborone's Main Mall was nominated by the advisory committee in 2001, but eventually rejected in favour of a site in the new Central Business District, north-west of the Main Mall.{{Sfn|Thebe|Manatsha|2023|p=10}} Further funds were allotted in 2003 and a [[wikipedia:request for tender|request for tender]] was published, with four proposals received.{{sfn|Parsons|2006|p=680}}{{Sfn|Thebe|Manatsha|2023|p=10}} An unsuccessful proposal put forward by local sculptor Masilonyana Radinoga showed "the three kings gesticulating and consulting among themselves".{{sfn|Parsons|2006|p=680}}{{Sfn|Thebe|Manatsha|2023|p=10}} In an attempt to secure more allies after the [[wikipedia:Korean War|Korean War]], [[wikipedia:North Korea|North Korea]] was in support of most African nationalist movements post-World War II.{{sfn|van der Hoog|2025|pp=|p=3}}{{sfn|Breuker|van Gardingen|2018|p=68}} The first [[wikipedia:President of Botswana|President of Botswana]], [[wikipedia:Sir Seretse Khama|Sir Seretse Khama]], accompanied by [[wikipedia:Festus Mogae|Festus Mogae]], visited Pyongyang in 1976.{{sfn|Breuker|van Gardingen|2018|p=71}}{{sfn|van der Hoog|2025|pp=|p=63}} The bid of the North Korean [[wikipedia:Mansudae Overseas Projects|Mansudae Overseas Projects]], an international subdivision of a Pyongyang art institute, was accepted for the construction of the monument.{{sfn|Breuker|van Gardingen|2018|p=74}}{{sfn|van der Hoog|2025|pp=|p=64}} The group was given a contract of [[wikipedia:Botswana pula|P]]7 million ([[wikipedia:United States dollar|US$]]1.5 million), which eventually became P10 million (US$2.1 million), for the sculpture.{{sfn|Parsons|2006|p=680}} The final project costed roughly P10.5 million (US$2.1 million).{{sfn|Letsididi|2014}}{{Sfn|Charles|2015}} Local sculptors expressed their disappointment about the project being given to Mansudae, especially since many of them were willing to do more for less money.{{Sfn|Parsons|2006|p=680}}{{sfn|Seretse|2008}} The monument was inaugurated on 29 September 2005 by Festus Mogae, former President of Botswana.{{Sfn|Parsons|2006|p=680}}{{sfn|Seretse|2008}} The day the monument was opened, 800 visitors came.{{sfn|Segwai|2006}}{{sfn|Seretse|2008}} In 2015, parts of the statues began showing unusual peeling and degradation, possibly due to the use of substandard materials.{{Sfn|Charles|2015}} To avoid ongoing state maintenance costs, in 2022, the government launched a [[wikipedia:public–private partnership|public–private partnership]] initiative to hand the site's future maintenance over to the private sector.{{Sfn|Koma|Ntumwa|Abdullahi|Makwebo|2022|pp=1–2}} Under this proposal, private developers are expected to finance, build, and maintain an exhibition gallery, a restaurant, an interpretation centre, and other services on the remaining 50% of the vacant land.{{Sfn|Koma|Ntumwa|Abdullahi|Makwebo|2022|p=16}} == Description and appearance == [[File:Dikgosis on the 3 dikgosi monument.jpg|thumb|From left to right: Sebele I, Bathoen I and Khama III; the three ''dikgosi'' featured on the monument.{{sfn|Seretse|2008}}{{Sfn|The Illustrated London News|1895|p=[https://archive.org/details/sim_illustrated-london-news_1895-09-21_107_2944/page/366/mode/2up 366]}} |alt=A black-and-white historical portrait featuring three Black men dressed in formal suits. Two men are seated, one on the left with grey facial hair and one on the right, while another man stands between them in the centre.]]The monument, located in [[wikipedia:Gaborone|Gaborone]]'s Central Business District,{{Sfn|Thebe|Manatsha|2023|p=10}}{{Sfn|Setlhabi|2018|p=117}} features {{convert|5.4|metre|ft|adj=on}} tall bronze statues of three ''dikgosi'': [[wikipedia:Khama_III|Khama III]], [[wikipedia:Sebele_I|Sebele I]], and [[wikipedia:Bathoen_I|Bathoen I]].{{sfn|Seretse|2008}}{{Sfn|Setlhabi|2018|p=117}} The entire monument is {{Convert|7|metres|feet}} high.{{sfn|Segwai|2006}} [[wikipedia:Coat_of_arms_of_Botswana|Botswana's coat of arms]], a symbol which belongs exclusively to matters of great importance for the country, is displayed in front of the three statues.{{sfn|Gaotlhobogwe|2005}}{{sfn|Setlhabi|2018|p=118}} Six inscribed [[wikipedia:Pedestal|plinths]] are located by the feet of the statues, each of which describes a different period in the history of Botswana from the early 19th century up until its independence.{{sfn|Seretse|2008}} The plinths describe a history starting in the [[wikipedia:Mfecane|Mfecane]] period, with Batswana kingdoms expanding from an influx of refugees from wars in southern Africa.{{sfn|Seretse|2008}}<ref name=":0">{{cite sign|title=Botshabelo|location=Gaborone, Botswana|date=2005|publisher=[[w:Mansudae Overseas Projects]]|work=Three Dikgosi Monument|quote=Botshabelo Refuge (1820's-1830's) Batswana kingdoms expanded out of Difaqane wars by attracting refugees.|ref=|trans-title=Refuge}}</ref> The subsequent plinths go on to describe a period from the 1830s to 1880s in which the ''dikgosi'' resisted invasion from the [[wikipedia:Southern Ndebele people|Ndebele]] and [[wikipedia:Boers|Boer]] people,<ref name=":1">{{cite sign|title=Bogaka|location=Gaborone, Botswana|date=2005|publisher=[[w:Mansudae Overseas Projects]]|work=Three Dikgosi Monument|quote=Bogaka Heroism (1830's-1880's) Dikgosi bravely resisted the Ndebele and Boers invaders.|ref=|trans-title=Heroism}}</ref> the ''dikgosi''<nowiki/>'s request to Queen Victoria for protection of the [[wikipedia:Bechuanaland Protectorate|Bechuanaland Protectorate]] from the British South Africa Company in 1895,<ref name=":2">{{cite sign|title=Tshireletso|location=Gaborone, Botswana|date=2005|publisher=[[w:Mansudae Overseas Projects]]|work=Three Dikgosi Monument|quote=Tshireletso Protection (1880's-1890's) From the beginning Batswana had Different ideas about the Protectorate.|ref=|trans-title=Protection}}</ref> the period of extreme poverty suffered by the Protectorate in the first three decades of the 20th century,<ref name=":3">{{cite sign|title=Boitshoko|location=Gaborone, Botswana|date=2005|publisher=[[w:Mansudae Overseas Projects]]|work=Three Dikgosi Monument|quote=Boitshoko Endurance (1900's-1930's) Bechuanaland was poor, times were tough, but communities built schools and dams.|ref=|trans-title=Endurance}}</ref> Botswana's participation in [[wikipedia:World War II|World War II]] fighting alongside the [[wikipedia:Allies of World War II|Allied Powers]],<ref name=":4">{{cite sign|title=Maikarabelo|location=Gaborone, Botswana|date=2005|publisher=[[w:Mansudae Overseas Projects]]|work=Three Dikgosi Monument|quote=Maikarabelo Global responsibility (1930's-1940's) Batswana fought alongside allied forces for freedom and against racism.|ref=|trans-title=Global responsibility}}</ref> and finally Botswana's independence from Britain, declared in 1966.{{sfn|Seretse|2008}}<ref name=":5">{{cite sign|title=Boipuso|location=Gaborone, Botswana|date=2005|publisher=[[w:Mansudae Overseas Projects]]|work=Three Dikgosi Monument|quote=Boipuso Independence (1950's-1960's) Political independence from Britain was achieved in 1966. The process of nation building commenced.|ref=|trans-title=Independence}}</ref> Specifically, the six plinths read: * '''Botshabelo:'''{{Efn|[[w:Tswana language|Setswana]] for 'refuge'}} (1820s–1830s) Batswana kingdoms expanded out of [[wikipedia:Difaqane wars|Difaqane wars]] by attracting refugees.{{sfn|Seretse|2008}}<ref name=":0" /> * '''Bogaka:{{Efn|[[w:Tswana language|Setswana]] for 'heroism'}}''' (1830s–1880s) Dikgosi bravely resisted the Ndebele and Boers invaders.{{sfn|Seretse|2008}}<ref name=":1" /> * '''Tshireletso:{{Efn|[[w:Tswana language|Setswana]] for 'protection'}}''' (1880s–1890s) From the beginning Batswana had Different{{Sic}} ideas about the Protectorate.{{sfn|Seretse|2008}}<ref name=":2" /> * '''Boitshoko:{{Efn|[[w:Tswana language|Setswana]] for 'endurance'}}''' (1900s–1930s) [[wikipedia:Bechuanaland|Bechuanaland]] was poor, times were tough, but communities built schools and dams.{{sfn|Seretse|2008}}<ref name=":3" /> * '''Maikarabelo:{{Efn|[[w:Tswana language|Setswana]] for 'global responsibility'}}''' (1930s–1940s) Batswana fought alongside [[wikipedia:Allies of World War II|allied forces]] for freedom and against racism.{{sfn|Seretse|2008}}<ref name=":4" /> * '''Boipuso:{{Efn|[[w:Tswana language|Setswana]] for 'independence'}}''' (1950s–1960s) [[wikipedia:Independence of Botswana|Political independence from Britain]] was achieved in 1966. The process of nation building commenced.{{sfn|Seretse|2008}}<ref name=":5" /> == Political significance and criticisms == Despite the monument's existence, Phillip Segadika from the [[wikipedia:Botswana National Museum|Botswana National Museum]] states that there is no specific independence monument.{{sfn|Charles|2021}} Some minority ethnic groups in Botswana saw the monument and its construction as a proclamation of [[wikipedia:Tswana people|Tswana]] dominance.{{sfn|Gulbrandsen|2012|p=29}}{{Sfn|Parsons|2006|p=680}} Batsani Ndaba, a [[wikipedia:Kalanga people|Kalanga]] person and chair of the Society for Promotion of [[wikipedia:Ikalanga language|Ikalanga Language]], stated that the journey of the three ''dikgosi'' was only of significance to their own tribes and there was "nothing for minorities to celebrate about the three chiefs going to England".{{sfn|Parsons|2006|p=680}} The monument also carries gendered political significance. Scholars including heritage researcher Keletso Setlhabi argue that the memorial reinforces [[wikipedia:hegemonic masculinity|hegemonic masculinity]] and traditional Tswana [[wikipedia:patriarchy|patriarchy]] by visually equating nation-building and state power exclusively with male leadership.{{Sfn|Setlhabi|2018|p=|pp=114–115}} [[w:Mmegi|''Mmegi'']] writer Thalefang Charles labeled the monument as "disappointing and shameful" in 2020 since it does not feature Sechele I, a ''kgosi'' who led the Batswana to victory during the Battle of Dimawe.{{sfn|Charles|2020}} He also noted how the British government weaponized the request to defend their annexation in 1885,{{Sfn|Hillbom|Bolt|2018|p=40}}{{Sfn|Leith|2005|p=23}} quoting historians Jeff Ramsay and Barry Morton: “The idea that Britain established the Bechuanaland Protectorate in 1885 at the request of the Tswana chiefs for ‘protection’ originated from British government officials as a cover story for their annexation”.{{sfn|Charles|2021}} == Notes == {{Notelist}} == References == {{Reflist|colwidth=33em}} == Bibliography == {{Refbegin|}} * {{Cite journal|last1=Breuker|first1=Remco|last2=van Gardingen|first2=Imke|date=2018|others=Contributors: Blinka, Jan. Blom, Britt. Boonen, Marte. Boonstra, Klara. Brandse, Rosa. van den Herik, Larissa. van der Hoog, Tycho. Meurs, Marieke. Ryngaert, Cedric. Stewart, Shannon. van der Veere, Anoma|title=North Korean Forced Labour on a Global Scale|journal=People for Profit|location=Leiden, Netherlands|isbn=978-90-826167-1-2|oclc=1051240896|via=}} * {{Cite news|url=https://www.mmegi.bw/features/bot55-in-search-of-the-independence-monument/news|title=#BOT55 in search of the Independence Monument|last=Charles|first=Thalefang|date=8 October 2021|work=[[w:Mmegi.bw|Mmegi]]|access-date=2 July 2024|archive-url=https://web.archive.org/web/20211027092723/https://www.mmegi.bw/features/bot55-in-search-of-the-independence-monument/news|archive-date=27 October 2021|url-access=subscription|url-status=live}} * {{Cite news|url=https://www.mmegi.bw/features/three-dikgosi-monument-is-a-historical-disgrace/news|title=Three Dikgosi Monument is a Historical Disgrace|last=Charles|first=Thalefang|date=25 September 2020|work=[[w:Mmegi.bw|Mmegi]]|access-date=29 July 2026|archive-url=https://web.archive.org/web/20251207024059/https://www.mmegi.bw/features/three-dikgosi-monument-is-a-historical-disgrace/news|archive-date=7 December 2025|url-access=subscription|url-status=live}} * {{Cite news|url=https://www.mmegi.bw/news/three-dikgosi-monument-shows-true-fake-colours/news|title=Three Dikgosi Monument shows true "fake" colours|last=Charles|first=Thalefang|date=6 March 2015|work=[[w:Mmegi]]|access-date=6 August 2026|archive-url=https://web.archive.org/web/20221006005833/https://www.mmegi.bw/news/three-dikgosi-monument-shows-true-fake-colours/news|archive-date=6 October 2022|url-access=subscription|url-status=live}} * {{Cite book|url=https://archive.org/details/culturecustomsof0000denb|title=Culture and Customs of Botswana|last1=Denbow|first1=James R.|last2=Thebe|first2=Phenyo C.|publisher=Greenwood Press|year=2006|isbn=978-0-313-33178-7|oclc=230730729|url-access=registration}} * {{Cite news|url=https://allafrica.com/stories/200510030646.html|title=Botswana: 'Dikgosi' Monument Becomes Instant Attraction|last=Gaotlhobogwe|first=Monkagedi|date=3 October 2005|work=[[w:Mmegi.bw|Mmegi]]|access-date=3 July 2024|archive-url=https://web.archive.org/web/20240703143259/https://allafrica.com/stories/200510030646.html|archive-date=3 July 2024|via=[[w:allAfrica]]|url-access=subscription|url-status=live}} * {{cite book|url=https://books.google.com/books?id=eniuf95lUVMC|title=The State and the Social: State Formation in Botswana and Its Pre-Colonial and Colonial Genealogies|last=Gulbrandsen|first=Ørnulf|date=March 2012|publisher=Berghahn Books|isbn=9780857452979|location=New York City|page=29|chapter=Chapter 1: The Development of Tswana Merafe and the Arrival of Christianity and Colonialism|lccn=2011037469|accessdate=22 June 2012|via=[[w:Google Books]]}} * {{Cite book|url=https://link.springer.com/book/10.1007/978-3-319-73144-5|title=Botswana – A Modern Economic History|last1=Hillbom|first1=Ellen|last2=Bolt|first2=Jutta|publisher=Palgrave Macmillan|year=2018|isbn=978-3-319-73144-5|doi=10.1007/978-3-319-73144-5|OCLC=1028747438|url-access=subscription}} * {{Cite journal|last=Hjort|first=Jonas|year=2009|title=Pre-Colonial Culture, Post-Colonial Economic Success? The Tswana and the African Economic Miracle|journal=The Economic History Review|volume=63|issue=3|pages=688–709|doi=10.1111/j.1468-0289.2009.00495.x|pmid=20617585|OCLC=9989218562}} * {{Cite report|url=https://www.afdb.org/sites/default/files/documents/projects-and-operations/botswana_-_public_private_partnership_capacity_strengthening_project_ppp-csp_-_project_appraisal_report.pdf|title=Project: Public Private Partnership Capacity Strengthening Project (PPP-CSP)|last=Koma|first=Baboucarr|last2=Ntumwa|first2=Caroline|last3=Abdullahi|first3=Mohammed|last4=Makwebo|first4=Patricia|last5=Mariga|first5=Erick|last6=Kahubire|first6=Edith|last7=Nhavoto|first7=Salmina Marta Merique|last8=Naipanoi|first8=Lydiah|last9=Labintan|first9=Adeniyi Constant|last10=Coulibaly|first10=Abdoulaye|last11=Mokadem|first11=Leila|last12=Mbekeani|first12=Kennedy K.|last13=Gebre-Selassie|first13=Kalayu|date=2022|publisher=[[w:African Development Bank]]|access-date=6 August 2026|archive-url=https://web.archive.org/web/20230829122415/https://www.afdb.org/sites/default/files/documents/projects-and-operations/botswana_-_public_private_partnership_capacity_strengthening_project_ppp-csp_-_project_appraisal_report.pdf|archive-date=29 August 2023|url-status=live}} * {{Cite book|url=https://archive.org/details/whybotswanaprosp0000leit/|title=Why Botswana Prospered|last=Leith|first=James Clark|publisher=McGill-Queen's University Press|year=2005|isbn=978-0-7735-2821-5|OCLC=191934628|url-access=registration}} * {{Cite news|url=https://www.sundaystandard.info/north-korea-built-three-dikgosi-monument-bashi-letsididi/|title=North Korea built Three Dikgosi Monument|last=Letsididi|first=Bashi|date=30 March 2014|work=[[w:List of newspapers in Botswana#The Sunday Standard|The Sunday Standard]]|access-date=4 August 2026|archive-url=https://web.archive.org/web/20260804152601/https://www.sundaystandard.info/north-korea-built-three-dikgosi-monument-bashi-letsididi/|archive-date=4 August 2026|url-status=live}} * {{cite journal|last=Parsons|first=Neil|year=2006|title=Unravelling History and Cultural Heritage in Botswana|url=https://www.tandfonline.com/doi/full/10.1080/03057070600995350|journal=Journal of Southern African Studies|volume=32|issue=4|page=679|doi=10.1080/03057070600995350|issn=0305-7070|url-access=subscription|OCLC=9971130786}} * {{Cite book|url=https://academic.oup.com/book/45388|title=Overcoming the Oppressors: White and Black in Southern Africa|last=Rotberg|first=Robert I.|publisher=Oxford University Press|year=2023|isbn=9780197674239|pages=192–231|chapter=Botswana: Africa's Democratic Exception|OCLC=1348102603|url-access=subscription}} * {{Cite news|url=https://allafrica.com/stories/200607310061.html|title=Botswana: Three Dikgosi in Waiting|last=Segwai|first=Keto|date=28 July 2006|work=[[w:Mmegi.bw|Mmegi]]|access-date=2 July 2024|archive-url=https://web.archive.org/web/20180703085319/http://allafrica.com/stories/200607310061.html|archive-date=3 July 2018|via=[[w:allAfrica]]|url-access=subscription|url-status=live}} * {{cite news|url=https://www.mmegi.bw/artculture-review/monuments-worth-visiting/news|title=Monuments worth visiting|last=Seretse|first=Gasebalwe|date=17 October 2008|newspaper=[[w:Mmegi.bw|Mmegi]]|accessdate=2 July 2024|archiveurl=https://web.archive.org/web/20111120061356/http://mmegi.bw/index.php?sid=7&aid=14&dir=2008/October/Friday17|archivedate=20 November 2011|url-access=subscription|url-status=live}} * {{Cite book|url=https://www.routledge.com/Gender-and-Heritage-Performance-Place-and-Politics/Grahn-Wilson/p/book/9781138208148|title=Gender and Heritage Performance, Place and Politics|last=Setlhabi|first=Keletso G.|publisher=[[w:Routledge]]|year=2018|isbn=9781138208148|editor-last=Grahn|editor-first=Wera|edition=1st|pages=113–125|chapter=Taller than the rest: The Three Dikgosi Monument, masculinity reloaded|OCLC=957386970|editor-last2=Wilson|editor-first2=Ross J.}} * {{Cite journal|last=Thebe|first=Phenyo Churchill|last2=Manatsha|first2=Boga Thura|date=26 July 2023|title=Archaeology in Botswana's history|journal=[[w:History Compass]]|publisher=[[w:Wiley-Blackwell]]|publication-date=6 September 2023|volume=21|issue=10|doi=10.1111/hic3.12785|issn=1478-0542|doi-access=free|eissn=1478-0542}} * {{Cite news|url=https://archive.org/details/sim_illustrated-london-news_1895-09-21_107_2944/|title=Three Kings of Africa: ''The Mission of Khama''|date=21 September 1895|work=[[w:The Illustrated London News]]|access-date=31 July 2026|publisher=[[w:The Illustrated London News#1860–1900: William and Charles Ingram|The Illustrated London News and Sketch, Ltd.]]|issue=2944|volume=107|page=|ref={{SfnRef|The Illustrated London News|1895}}|via=[[w:archive.org]]}} * {{Cite book|title=Comrades Beyond the Cold War: North Korea and the Liberation of Southern Africa|last=van der Hoog|first=Tycho|publisher=[[w:Hurst Publishers]]|year=2025|isbn=9781805264545|location=London, United Kingdom|oclc=1498543281}} {{Refend}} ll7p13ttkuhqgk2nk9fquhc2ea4ajdv 2821605 2821603 2026-08-12T05:33:34Z Splains 2988291 ce 2821605 wikitext text/x-wiki {{Article info | first1 = | last1 = Anon until publication | orcid1 = | affiliation1 = | correspondence1 = | et_al = true | w1 = Three Dikgosi Monument | journal = WikiJournal of Humanities | abstract = The '''Three Dikgosi Monument''' is a [[w:bronze sculpture|bronze sculpture]] located in the [[w:Central Business District, Gaborone|Central Business District]] of [[w:Gaborone|Gaborone, Botswana]]. The monument features {{convert|5.4|metre|ft|adj=on}} tall statues of [[w:Khama III|Khama III]], [[w:Sebele I|Sebele I]], and [[w:Bathoen I|Bathoen I]]—three [[w:kgosi|''dikgosi'']] (tribal chiefs) recognized as foundational figures in the [[w:History of Botswana|nation's history]]. In 1895, the three traveled to Great Britain and convinced the British government to not merge the [[w:Bechuanaland Protectorate|Bechuanaland Protectorate]] and [[w:Cecil Rhodes|Cecil Rhodes]]'s [[w:British South Africa Company|British South Africa Company]] following threats to merge the two entities. Permission was granted, giving the nation British protection until its independence in 1966. The three were eventually declared "Founders of the Nation" by the government-owned ''[[w:Kutlwano Magazine|Kutlwano Magazine]]'' at the time of Botswana's independence. In 1990, the [[w:House of Chiefs (Botswana)|House of Chiefs]] proposed that the three ''dikgosi'' be commemorated through a public monument, and the project was awarded to the [[w:North Korea|North Korean]] company [[w:Mansudae Overseas Projects|Mansudae Overseas Projects]] to build the monument, which resulted in controversy among local sculptors. It was inaugurated on 29 September 2005 by former President [[w:Festus Mogae|Festus Mogae]]. The {{convert|7|metre|ft|adj=on}} tall monument features a [[w:Coat of arms of Botswana|coat of arms]] in front of the three statues. Six plinths at the feet of the statues provide information about Botswana's independence and struggles from the [[w:Mfecane|Mfecane]] period to [[w:Independence Day (Botswana)|Botswana's independence]]. The monument has been criticised for retaining [[w:Tswana people|Tswana]] dominance and for not including [[w:Sechele I|Sechele I]], a crucial figure in the Batswana victory of the [[w:Battle of Dimawe|Battle of Dimawe]]. | submitted = 8/11/2026 | toc = 2 }} == Background == Fearing [[wikipedia:German colonization of Africa|German influence in the region]], the United Kingdom agreed to form the [[wikipedia:Bechuanaland Protectorate|Bechuanaland Protectorate]].{{Sfn|Hillbom|Bolt|2018|p=40}}{{Sfn|Leith|2005|p=23}} Tswana ''dikgosi'' (tribal chiefs) believed that the alternative to British control was [[wikipedia:settler colonialism|settler colonialism]] by Germany.{{Sfn|Hjort|2009|p=694}} They also wished to avoid falling under the control of South Africa or mining magnate [[wikipedia:Cecil Rhodes|Cecil Rhodes]], though the protectorate still found itself dependent on South Africa economically.{{Sfn|Rotberg|2023|p=197}} The British planned to eventually incorporate the Bechuanaland Protectorate into the [[wikipedia:Union of South Africa|Union of South Africa]].{{Sfn|Leith|2005|p=24}} In the years after the protectorate's creation, the United Kingdom entered talks with Rhodes to absorb it into the [[wikipedia:British South Africa Company|British South Africa Company]].{{Sfn|Hillbom|Bolt|2018|p=40}}{{Sfn|Thebe|Manatsha|2023|p=10}} In response, three of the most influential ''dikgosi'', [[wikipedia:Khama III|Khama III]] of the [[wikipedia:Ngwato tribe|Ngwato tribe]], [[wikipedia:Sebele I|Sebele I]] of the [[wikipedia:Kwena tribe|Kwena tribe]], and [[wikipedia:Bathoen I|Bathoen I]] of the [[wikipedia:Bangwaketse|Ngwaketse tribe]] made a diplomatic trip to the United Kingdom in 1895 and convinced the government not to complete the deal.{{Sfn|Hillbom|Bolt|2018|p=41}}{{Sfn|Denbow|Thebe|2006|p=xvii}}{{sfn|Segwai|2006}} This event established a precedent for ''dikgosi'' engaging with British authorities collectively, which cemented the three as foundational figures in the formation of a unified Botswana.{{Sfn|Hjort|2009|p=704}}{{Sfn|Gulbrandsen|2012|p=29}} Rhodes's handling of the failed [[wikipedia:Jameson Raid|Jameson Raid]] discouraged the British and negotiations were postponed indefinitely.{{Sfn|Denbow|Thebe|2006|pp=30–31}} The three ''dikgosi'' were dubbed "Founders of the Nation" by the government-owned ''[[wikipedia:Kutlwano Magazine|Kutlwano Magazine]]'' at the time of Botswana's independence in 1966.{{Sfn|Parsons|2006|p=679}} Over the following decades, they were adopted as "icons of unitary nationalism advocating renewed independence".{{Sfn|Parsons|2006|p=679}} == History and planning == In 1990, the [[wikipedia:House of Chiefs (Botswana)|House of Chiefs]] proposed that the three ''dikgosi'' be commemorated in a public monument.{{sfn|Parsons|2006|p=680}} Funds were allocated for a statue in the 1997–98 budget and an advisory committee was appointed to determine the statue's location, but construction was delayed due to objections regarding the location of the monument by planning officials.{{sfn|Parsons|2006|p=680}}{{Sfn|Thebe|Manatsha|2023|p=10}} A site in Gaborone's Main Mall was nominated by the advisory committee in 2001, but eventually rejected in favour of a site in the new Central Business District, north-west of the Main Mall.{{Sfn|Thebe|Manatsha|2023|p=10}} Further funds were allotted in 2003 and a [[wikipedia:request for tender|request for tender]] was published, with four proposals received.{{sfn|Parsons|2006|p=680}}{{Sfn|Thebe|Manatsha|2023|p=10}} An unsuccessful proposal put forward by local sculptor Masilonyana Radinoga showed "the three kings gesticulating and consulting among themselves".{{sfn|Parsons|2006|p=680}}{{Sfn|Thebe|Manatsha|2023|p=10}} In an attempt to secure more allies after the [[wikipedia:Korean War|Korean War]], [[wikipedia:North Korea|North Korea]] was in support of most African nationalist movements post-World War II.{{sfn|van der Hoog|2025|pp=|p=3}}{{sfn|Breuker|van Gardingen|2018|p=68}} The first [[wikipedia:President of Botswana|President of Botswana]], [[wikipedia:Sir Seretse Khama|Sir Seretse Khama]], accompanied by [[wikipedia:Festus Mogae|Festus Mogae]], visited Pyongyang in 1976.{{sfn|Breuker|van Gardingen|2018|p=71}}{{sfn|van der Hoog|2025|pp=|p=63}} The bid of the North Korean [[wikipedia:Mansudae Overseas Projects|Mansudae Overseas Projects]], an international subdivision of a Pyongyang art institute, was accepted for the construction of the monument.{{sfn|Breuker|van Gardingen|2018|p=74}}{{sfn|van der Hoog|2025|pp=|p=64}} The group was given a contract of [[wikipedia:Botswana pula|P]]7 million ([[wikipedia:United States dollar|US$]]1.5 million), which eventually became P10 million (US$2.1 million), for the sculpture.{{sfn|Parsons|2006|p=680}} The final project costed roughly P10.5 million (US$2.1 million).{{sfn|Letsididi|2014}}{{Sfn|Charles|2015}} Local sculptors expressed their disappointment about the project being given to Mansudae, especially since many of them were willing to do more for less money.{{Sfn|Parsons|2006|p=680}}{{sfn|Seretse|2008}} The monument was inaugurated on 29 September 2005 by Festus Mogae, former President of Botswana.{{Sfn|Parsons|2006|p=680}}{{sfn|Seretse|2008}} The day the monument was opened, 800 visitors came.{{sfn|Segwai|2006}}{{sfn|Seretse|2008}} In 2015, parts of the statues began showing unusual peeling and degradation, possibly due to the use of substandard materials.{{Sfn|Charles|2015}} To avoid ongoing state maintenance costs, in 2022, the government launched a [[wikipedia:public–private partnership|public–private partnership]] initiative to hand the site's future maintenance over to the private sector.{{Sfn|Koma|Ntumwa|Abdullahi|Makwebo|2022|pp=1–2}} Under this proposal, private developers are expected to finance, build, and maintain an exhibition gallery, a restaurant, an interpretation centre, and other services on the remaining 50% of the vacant land.{{Sfn|Koma|Ntumwa|Abdullahi|Makwebo|2022|p=16}} == Description and appearance == [[File:Dikgosis on the 3 dikgosi monument.jpg|thumb|From left to right: Sebele I, Bathoen I and Khama III; the three ''dikgosi'' featured on the monument.{{sfn|Seretse|2008}}{{Sfn|The Illustrated London News|1895|p=[https://archive.org/details/sim_illustrated-london-news_1895-09-21_107_2944/page/366/mode/2up 366]}} |alt=A black-and-white historical portrait featuring three Black men dressed in formal suits. Two men are seated, one on the left with grey facial hair and one on the right, while another man stands between them in the centre.]]The monument, located in [[wikipedia:Gaborone|Gaborone]]'s Central Business District,{{Sfn|Thebe|Manatsha|2023|p=10}}{{Sfn|Setlhabi|2018|p=117}} features {{convert|5.4|metre|ft|adj=on}} tall bronze statues of three ''dikgosi'': [[wikipedia:Khama_III|Khama III]], [[wikipedia:Sebele_I|Sebele I]], and [[wikipedia:Bathoen_I|Bathoen I]].{{sfn|Seretse|2008}}{{Sfn|Setlhabi|2018|p=117}} The entire monument is {{Convert|7|metres|feet}} high.{{sfn|Segwai|2006}} [[wikipedia:Coat_of_arms_of_Botswana|Botswana's coat of arms]], a symbol which belongs exclusively to matters of great importance for the country, is displayed in front of the three statues.{{sfn|Gaotlhobogwe|2005}}{{sfn|Setlhabi|2018|p=118}} Six inscribed [[wikipedia:Pedestal|plinths]] are located by the feet of the statues, each of which describes a different period in the history of Botswana from the early 19th century up until its independence.{{sfn|Seretse|2008}} The plinths describe a history starting in the [[wikipedia:Mfecane|Mfecane]] period, with Batswana kingdoms expanding from an influx of refugees from wars in southern Africa.{{sfn|Seretse|2008}}<ref name=":0">{{cite sign|title=Botshabelo|location=Gaborone, Botswana|date=2005|publisher=[[w:Mansudae Overseas Projects|]]|work=Three Dikgosi Monument|quote=Botshabelo Refuge (1820's-1830's) Batswana kingdoms expanded out of Difaqane wars by attracting refugees.|ref=|trans-title=Refuge}}</ref> The subsequent plinths go on to describe a period from the 1830s to 1880s in which the ''dikgosi'' resisted invasion from the [[wikipedia:Southern Ndebele people|Ndebele]] and [[wikipedia:Boers|Boer]] people,<ref name=":1">{{cite sign|title=Bogaka|location=Gaborone, Botswana|date=2005|publisher=[[w:Mansudae Overseas Projects|]]|work=Three Dikgosi Monument|quote=Bogaka Heroism (1830's-1880's) Dikgosi bravely resisted the Ndebele and Boers invaders.|ref=|trans-title=Heroism}}</ref> the ''dikgosi''<nowiki/>'s request to Queen Victoria for protection of the [[wikipedia:Bechuanaland Protectorate|Bechuanaland Protectorate]] from the British South Africa Company in 1895,<ref name=":2">{{cite sign|title=Tshireletso|location=Gaborone, Botswana|date=2005|publisher=[[w:Mansudae Overseas Projects|]]|work=Three Dikgosi Monument|quote=Tshireletso Protection (1880's-1890's) From the beginning Batswana had Different ideas about the Protectorate.|ref=|trans-title=Protection}}</ref> the period of extreme poverty suffered by the Protectorate in the first three decades of the 20th century,<ref name=":3">{{cite sign|title=Boitshoko|location=Gaborone, Botswana|date=2005|publisher=[[w:Mansudae Overseas Projects|]]|work=Three Dikgosi Monument|quote=Boitshoko Endurance (1900's-1930's) Bechuanaland was poor, times were tough, but communities built schools and dams.|ref=|trans-title=Endurance}}</ref> Botswana's participation in [[wikipedia:World War II|World War II]] fighting alongside the [[wikipedia:Allies of World War II|Allied Powers]],<ref name=":4">{{cite sign|title=Maikarabelo|location=Gaborone, Botswana|date=2005|publisher=[[w:Mansudae Overseas Projects|]]|work=Three Dikgosi Monument|quote=Maikarabelo Global responsibility (1930's-1940's) Batswana fought alongside allied forces for freedom and against racism.|ref=|trans-title=Global responsibility}}</ref> and finally Botswana's independence from Britain, declared in 1966.{{sfn|Seretse|2008}}<ref name=":5">{{cite sign|title=Boipuso|location=Gaborone, Botswana|date=2005|publisher=[[w:Mansudae Overseas Projects|]]|work=Three Dikgosi Monument|quote=Boipuso Independence (1950's-1960's) Political independence from Britain was achieved in 1966. The process of nation building commenced.|ref=|trans-title=Independence}}</ref> Specifically, the six plinths read: * '''Botshabelo:'''{{Efn|[[w:Tswana language|Setswana]] for 'refuge'}} (1820s–1830s) Batswana kingdoms expanded out of [[wikipedia:Difaqane wars|Difaqane wars]] by attracting refugees.{{sfn|Seretse|2008}}<ref name=":0" /> * '''Bogaka:{{Efn|[[w:Tswana language|Setswana]] for 'heroism'}}''' (1830s–1880s) Dikgosi bravely resisted the Ndebele and Boers invaders.{{sfn|Seretse|2008}}<ref name=":1" /> * '''Tshireletso:{{Efn|[[w:Tswana language|Setswana]] for 'protection'}}''' (1880s–1890s) From the beginning Batswana had Different{{Sic}} ideas about the Protectorate.{{sfn|Seretse|2008}}<ref name=":2" /> * '''Boitshoko:{{Efn|[[w:Tswana language|Setswana]] for 'endurance'}}''' (1900s–1930s) [[wikipedia:Bechuanaland|Bechuanaland]] was poor, times were tough, but communities built schools and dams.{{sfn|Seretse|2008}}<ref name=":3" /> * '''Maikarabelo:{{Efn|[[w:Tswana language|Setswana]] for 'global responsibility'}}''' (1930s–1940s) Batswana fought alongside [[wikipedia:Allies of World War II|allied forces]] for freedom and against racism.{{sfn|Seretse|2008}}<ref name=":4" /> * '''Boipuso:{{Efn|[[w:Tswana language|Setswana]] for 'independence'}}''' (1950s–1960s) [[wikipedia:Independence of Botswana|Political independence from Britain]] was achieved in 1966. The process of nation building commenced.{{sfn|Seretse|2008}}<ref name=":5" /> == Political significance and criticisms == Despite the monument's existence, Phillip Segadika from the [[wikipedia:Botswana National Museum|Botswana National Museum]] states that there is no specific independence monument.{{sfn|Charles|2021}} Some minority ethnic groups in Botswana saw the monument and its construction as a proclamation of [[wikipedia:Tswana people|Tswana]] dominance.{{sfn|Gulbrandsen|2012|p=29}}{{Sfn|Parsons|2006|p=680}} Batsani Ndaba, a [[wikipedia:Kalanga people|Kalanga]] person and chair of the Society for Promotion of [[wikipedia:Ikalanga language|Ikalanga Language]], stated that the journey of the three ''dikgosi'' was only of significance to their own tribes and there was "nothing for minorities to celebrate about the three chiefs going to England".{{sfn|Parsons|2006|p=680}} The monument also carries gendered political significance. Scholars including heritage researcher Keletso Setlhabi argue that the memorial reinforces [[wikipedia:hegemonic masculinity|hegemonic masculinity]] and traditional Tswana [[wikipedia:patriarchy|patriarchy]] by visually equating nation-building and state power exclusively with male leadership.{{Sfn|Setlhabi|2018|p=|pp=114–115}} [[w:Mmegi|''Mmegi'']] writer Thalefang Charles labeled the monument as "disappointing and shameful" in 2020 since it does not feature Sechele I, a ''kgosi'' who led the Batswana to victory during the Battle of Dimawe.{{sfn|Charles|2020}} He also noted how the British government weaponized the request to defend their annexation in 1885,{{Sfn|Hillbom|Bolt|2018|p=40}}{{Sfn|Leith|2005|p=23}} quoting historians Jeff Ramsay and Barry Morton: “The idea that Britain established the Bechuanaland Protectorate in 1885 at the request of the Tswana chiefs for ‘protection’ originated from British government officials as a cover story for their annexation”.{{sfn|Charles|2021}} == Notes == {{Notelist}} == References == {{Reflist|colwidth=33em}} == Bibliography == {{Refbegin|}} * {{Cite journal|last1=Breuker|first1=Remco|last2=van Gardingen|first2=Imke|date=2018|others=Contributors: Blinka, Jan. Blom, Britt. Boonen, Marte. Boonstra, Klara. Brandse, Rosa. van den Herik, Larissa. van der Hoog, Tycho. Meurs, Marieke. Ryngaert, Cedric. Stewart, Shannon. van der Veere, Anoma|title=North Korean Forced Labour on a Global Scale|journal=People for Profit|location=Leiden, Netherlands|isbn=978-90-826167-1-2|oclc=1051240896|via=}} * {{Cite news|url=https://www.mmegi.bw/features/bot55-in-search-of-the-independence-monument/news|title=#BOT55 in search of the Independence Monument|last=Charles|first=Thalefang|date=8 October 2021|work=[[w:Mmegi.bw|Mmegi]]|access-date=2 July 2024|archive-url=https://web.archive.org/web/20211027092723/https://www.mmegi.bw/features/bot55-in-search-of-the-independence-monument/news|archive-date=27 October 2021|url-access=subscription|url-status=live}} * {{Cite news|url=https://www.mmegi.bw/features/three-dikgosi-monument-is-a-historical-disgrace/news|title=Three Dikgosi Monument is a Historical Disgrace|last=Charles|first=Thalefang|date=25 September 2020|work=[[w:Mmegi.bw|Mmegi]]|access-date=29 July 2026|archive-url=https://web.archive.org/web/20251207024059/https://www.mmegi.bw/features/three-dikgosi-monument-is-a-historical-disgrace/news|archive-date=7 December 2025|url-access=subscription|url-status=live}} * {{Cite news|url=https://www.mmegi.bw/news/three-dikgosi-monument-shows-true-fake-colours/news|title=Three Dikgosi Monument shows true "fake" colours|last=Charles|first=Thalefang|date=6 March 2015|work=[[w:Mmegi]]|access-date=6 August 2026|archive-url=https://web.archive.org/web/20221006005833/https://www.mmegi.bw/news/three-dikgosi-monument-shows-true-fake-colours/news|archive-date=6 October 2022|url-access=subscription|url-status=live}} * {{Cite book|url=https://archive.org/details/culturecustomsof0000denb|title=Culture and Customs of Botswana|last1=Denbow|first1=James R.|last2=Thebe|first2=Phenyo C.|publisher=Greenwood Press|year=2006|isbn=978-0-313-33178-7|oclc=230730729|url-access=registration}} * {{Cite news|url=https://allafrica.com/stories/200510030646.html|title=Botswana: 'Dikgosi' Monument Becomes Instant Attraction|last=Gaotlhobogwe|first=Monkagedi|date=3 October 2005|work=[[w:Mmegi.bw|Mmegi]]|access-date=3 July 2024|archive-url=https://web.archive.org/web/20240703143259/https://allafrica.com/stories/200510030646.html|archive-date=3 July 2024|via=[[w:allAfrica]]|url-access=subscription|url-status=live}} * {{cite book|url=https://books.google.com/books?id=eniuf95lUVMC|title=The State and the Social: State Formation in Botswana and Its Pre-Colonial and Colonial Genealogies|last=Gulbrandsen|first=Ørnulf|date=March 2012|publisher=Berghahn Books|isbn=9780857452979|location=New York City|page=29|chapter=Chapter 1: The Development of Tswana Merafe and the Arrival of Christianity and Colonialism|lccn=2011037469|accessdate=22 June 2012|via=[[w:Google Books]]}} * {{Cite book|url=https://link.springer.com/book/10.1007/978-3-319-73144-5|title=Botswana – A Modern Economic History|last1=Hillbom|first1=Ellen|last2=Bolt|first2=Jutta|publisher=Palgrave Macmillan|year=2018|isbn=978-3-319-73144-5|doi=10.1007/978-3-319-73144-5|OCLC=1028747438|url-access=subscription}} * {{Cite journal|last=Hjort|first=Jonas|year=2009|title=Pre-Colonial Culture, Post-Colonial Economic Success? The Tswana and the African Economic Miracle|journal=The Economic History Review|volume=63|issue=3|pages=688–709|doi=10.1111/j.1468-0289.2009.00495.x|pmid=20617585|OCLC=9989218562}} * {{Cite report|url=https://www.afdb.org/sites/default/files/documents/projects-and-operations/botswana_-_public_private_partnership_capacity_strengthening_project_ppp-csp_-_project_appraisal_report.pdf|title=Project: Public Private Partnership Capacity Strengthening Project (PPP-CSP)|last=Koma|first=Baboucarr|last2=Ntumwa|first2=Caroline|last3=Abdullahi|first3=Mohammed|last4=Makwebo|first4=Patricia|last5=Mariga|first5=Erick|last6=Kahubire|first6=Edith|last7=Nhavoto|first7=Salmina Marta Merique|last8=Naipanoi|first8=Lydiah|last9=Labintan|first9=Adeniyi Constant|last10=Coulibaly|first10=Abdoulaye|last11=Mokadem|first11=Leila|last12=Mbekeani|first12=Kennedy K.|last13=Gebre-Selassie|first13=Kalayu|date=2022|publisher=[[w:African Development Bank]]|access-date=6 August 2026|archive-url=https://web.archive.org/web/20230829122415/https://www.afdb.org/sites/default/files/documents/projects-and-operations/botswana_-_public_private_partnership_capacity_strengthening_project_ppp-csp_-_project_appraisal_report.pdf|archive-date=29 August 2023|url-status=live}} * {{Cite book|url=https://archive.org/details/whybotswanaprosp0000leit/|title=Why Botswana Prospered|last=Leith|first=James Clark|publisher=McGill-Queen's University Press|year=2005|isbn=978-0-7735-2821-5|OCLC=191934628|url-access=registration}} * {{Cite news|url=https://www.sundaystandard.info/north-korea-built-three-dikgosi-monument-bashi-letsididi/|title=North Korea built Three Dikgosi Monument|last=Letsididi|first=Bashi|date=30 March 2014|work=[[w:List of newspapers in Botswana#The Sunday Standard|The Sunday Standard]]|access-date=4 August 2026|archive-url=https://web.archive.org/web/20260804152601/https://www.sundaystandard.info/north-korea-built-three-dikgosi-monument-bashi-letsididi/|archive-date=4 August 2026|url-status=live}} * {{cite journal|last=Parsons|first=Neil|year=2006|title=Unravelling History and Cultural Heritage in Botswana|url=https://www.tandfonline.com/doi/full/10.1080/03057070600995350|journal=Journal of Southern African Studies|volume=32|issue=4|page=679|doi=10.1080/03057070600995350|issn=0305-7070|url-access=subscription|OCLC=9971130786}} * {{Cite book|url=https://academic.oup.com/book/45388|title=Overcoming the Oppressors: White and Black in Southern Africa|last=Rotberg|first=Robert I.|publisher=Oxford University Press|year=2023|isbn=9780197674239|pages=192–231|chapter=Botswana: Africa's Democratic Exception|OCLC=1348102603|url-access=subscription}} * {{Cite news|url=https://allafrica.com/stories/200607310061.html|title=Botswana: Three Dikgosi in Waiting|last=Segwai|first=Keto|date=28 July 2006|work=[[w:Mmegi.bw|Mmegi]]|access-date=2 July 2024|archive-url=https://web.archive.org/web/20180703085319/http://allafrica.com/stories/200607310061.html|archive-date=3 July 2018|via=[[w:allAfrica]]|url-access=subscription|url-status=live}} * {{cite news|url=https://www.mmegi.bw/artculture-review/monuments-worth-visiting/news|title=Monuments worth visiting|last=Seretse|first=Gasebalwe|date=17 October 2008|newspaper=[[w:Mmegi.bw|Mmegi]]|accessdate=2 July 2024|archiveurl=https://web.archive.org/web/20111120061356/http://mmegi.bw/index.php?sid=7&aid=14&dir=2008/October/Friday17|archivedate=20 November 2011|url-access=subscription|url-status=live}} * {{Cite book|url=https://www.routledge.com/Gender-and-Heritage-Performance-Place-and-Politics/Grahn-Wilson/p/book/9781138208148|title=Gender and Heritage Performance, Place and Politics|last=Setlhabi|first=Keletso G.|publisher=[[w:Routledge]]|year=2018|isbn=9781138208148|editor-last=Grahn|editor-first=Wera|edition=1st|pages=113–125|chapter=Taller than the rest: The Three Dikgosi Monument, masculinity reloaded|OCLC=957386970|editor-last2=Wilson|editor-first2=Ross J.}} * {{Cite journal|last=Thebe|first=Phenyo Churchill|last2=Manatsha|first2=Boga Thura|date=26 July 2023|title=Archaeology in Botswana's history|journal=[[w:History Compass]]|publisher=[[w:Wiley-Blackwell]]|publication-date=6 September 2023|volume=21|issue=10|doi=10.1111/hic3.12785|issn=1478-0542|doi-access=free|eissn=1478-0542}} * {{Cite news|url=https://archive.org/details/sim_illustrated-london-news_1895-09-21_107_2944/|title=Three Kings of Africa: ''The Mission of Khama''|date=21 September 1895|work=[[w:The Illustrated London News]]|access-date=31 July 2026|publisher=[[w:The Illustrated London News#1860–1900: William and Charles Ingram|The Illustrated London News and Sketch, Ltd.]]|issue=2944|volume=107|page=|ref={{SfnRef|The Illustrated London News|1895}}|via=[[w:archive.org]]}} * {{Cite book|title=Comrades Beyond the Cold War: North Korea and the Liberation of Southern Africa|last=van der Hoog|first=Tycho|publisher=[[w:Hurst Publishers]]|year=2025|isbn=9781805264545|location=London, United Kingdom|oclc=1498543281}} {{Refend}} 0ul4myitysl9ihyjj1y8pb1zztlf91s 10 331054 2821604 2026-08-12T05:32:42Z Splains 2988291 I believe this should work 2821604 wikitext text/x-wiki <includeonly>{{#invoke:Citation/CS1 | citation |CitationClass=sign }}</includeonly><noinclude>{{documentation}} </noinclude> fu2faf7a4spn2eha4oy2bk0qb4nkzax 6 331055 2821610 2026-08-12T06:19:17Z Young1lim 21186 {{Information |Description=LCal.9A: Recursion (20260810 - 20260804) |Source={{own|Young1lim}} |Date=2026-08-12 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2821610 wikitext text/x-wiki == Summary == {{Information |Description=LCal.9A: Recursion (20260810 - 20260804) |Source={{own|Young1lim}} |Date=2026-08-12 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} oni0ed3vfp05yocnowbt86wzxlq53ms 6 331056 2821612 2026-08-12T06:20:01Z Young1lim 21186 {{Information |Description=LCal.9A: Recursion (20260811 - 20260810) |Source={{own|Young1lim}} |Date=2026-08-12 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2821612 wikitext text/x-wiki == Summary == {{Information |Description=LCal.9A: Recursion (20260811 - 20260810) |Source={{own|Young1lim}} |Date=2026-08-12 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 7l78sostj0p0qwb0qoekxhzemuzgw53 6 331057 2821614 2026-08-12T06:20:45Z Young1lim 21186 {{Information |Description=LCal.9A: Recursion (20260812 - 20260811) |Source={{own|Young1lim}} |Date=2026-08-12 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2821614 wikitext text/x-wiki == Summary == {{Information |Description=LCal.9A: Recursion (20260812 - 20260811) |Source={{own|Young1lim}} |Date=2026-08-12 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} dm2qpdm6mp7pbg959jfbqf58ue36cik 3 331058 2821630 2026-08-12T06:36:52Z Jtneill 10242 Welcome 2821630 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Monuc9!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:36, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} gm66loll34updgu7jnst4ikjim57sj5 3 331059 2821631 2026-08-12T06:37:02Z Jtneill 10242 Welcome 2821631 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], U3143751!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:37, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} glcox2czmzq76t6tx2ygdcsaguhb8m7 3 331060 2821632 2026-08-12T06:37:16Z Jtneill 10242 Welcome 2821632 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], U3280499!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:37, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} 9pmhuducyl59tegut67x49jrfwh7qlc 3 331061 2821633 2026-08-12T06:37:26Z Jtneill 10242 Welcome 2821633 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], U3224236!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:37, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} cz3vv723z2kub32hw1y62u1j8n4d2gf 3 331062 2821634 2026-08-12T06:37:39Z Jtneill 10242 Welcome 2821634 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Leilab23!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:37, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} qkh7d4gv118ptjb9f73a8ui46zivntk 3 331063 2821635 2026-08-12T06:37:47Z Jtneill 10242 w 2821635 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], U3280097!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:37, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} l1kz7qb08400kr86ueybq22ipsit88f 3 331064 2821636 2026-08-12T06:38:11Z Jtneill 10242 Welcome 2821636 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], U3275909!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:38, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} l3ta516vcjlsyzhq20obs4a5okxiepx 3 331065 2821637 2026-08-12T06:38:21Z Jtneill 10242 Welcome 2821637 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], E3297976!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:38, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} 27ahqoug93ukcrxs60ob6udck8t0z62 3 331066 2821638 2026-08-12T06:38:39Z Jtneill 10242 Welcome 2821638 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], U3261207!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:38, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} 9dhryiy1m1wkbbln24iynrc3dhdk9gg 0 331067 2821646 2026-08-12T08:12:08Z Jtneill 10242 Added template 2821646 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 2821650 2821646 2026-08-12T08:32:44Z SunnySideUp1300 3106348 The Heading and The SubTitle 2821650 wikitext text/x-wiki {{title|Sensation-Seeking And Dopamine:<br>What is the neurobiological relationship between sensation-seeking and dopamine? }} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] mm02d2y8s2iwpg7mt0duowtf8leyeee 0 331068 2821648 2026-08-12T08:30:34Z Jtneill 10242 Add template 2821648 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 2821649 2821648 2026-08-12T08:31:52Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Organisational psychology]] using [[Help:Gadget-HotCat|HotCat]] 2821649 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Organisational psychology]] l83mofqnr6onlvf0uqdem3ms18wp0hv 3 331069 2821656 2026-08-12T08:48:24Z Jtneill 10242 Welcome 2821656 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], U3239431!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:48, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} 16b2zfdix1fa622zf45z8md6fydmzot 3 331070 2821657 2026-08-12T08:48:40Z Jtneill 10242 w 2821657 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], U3216724!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:48, 12 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} jzfvgz3y2ic8y48mwei43xtjht7hunz 10 331071 2821659 2026-08-12T08:55:21Z Jtneill 10242 Created page with "[https://uclearn.canberra.edu.au/courses/20143/pages/book-chapter-topic-generator Motivation and emotion book chapter topic generator]<noinclude>[[Category:Motivation and emotion]]</noinclude>" 2821659 wikitext text/x-wiki [https://uclearn.canberra.edu.au/courses/20143/pages/book-chapter-topic-generator Motivation and emotion book chapter topic generator]<noinclude>[[Category:Motivation and emotion]]</noinclude> koanxttbg0zmya0tj0azlllxqto1sye 2821661 2821659 2026-08-12T08:57:10Z Jtneill 10242 2821661 wikitext text/x-wiki [https://uclearn.canberra.edu.au/courses/20143/pages/book-chapter-topic-generator motivation and emotion book chapter topic generator]<noinclude>[[Category:Motivation and emotion]]</noinclude> pfidfx8wqvj1ttfrikyqfrpsuzt0qer 0 331072 2821665 2026-08-12T09:16:06Z LazPulch 3105917 Created page with "{{subst:ME/BCS}}" 2821665 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 2 331073 2821668 2026-08-12T09:37:36Z U3330981 3106384 Created page with "== About me == Hello! My name is Emery (they/them). I'm currently in my third year of a Bachelor of Science in Psychology at the [https://www.canberra.edu.au/?utm_source=google&utm_medium=search&utm_campaign=Always+On+Domestic+2025&utm_term=exact+match&utm_content=study+at+uc&ef_id=CjwKCAjw49vEBhAVEiwADnMbbMzwZeMyhw4M8W7kKO_K83SdokVHj0dUf1k2w3Y5kRIJmylyF8zT9xoCC0sQAvD_BwE:G:s&s_kwcid=AL!10441!3!730846586532!e!!g!!uc!20950742786!163508319248&gad_source=1&gad_campaignid=20..." 2821668 wikitext text/x-wiki == About me == Hello! My name is Emery (they/them). I'm currently in my third year of a Bachelor of Science in Psychology at the [https://www.canberra.edu.au/?utm_source=google&utm_medium=search&utm_campaign=Always+On+Domestic+2025&utm_term=exact+match&utm_content=study+at+uc&ef_id=CjwKCAjw49vEBhAVEiwADnMbbMzwZeMyhw4M8W7kKO_K83SdokVHj0dUf1k2w3Y5kRIJmylyF8zT9xoCC0sQAvD_BwE:G:s&s_kwcid=AL!10441!3!730846586532!e!!g!!uc!20950742786!163508319248&gad_source=1&gad_campaignid=20950742786&gbraid=0AAAAADQmSqshcOMXXWt6ksbaBc8VcHpk1&gclid=CjwKCAjw49vEBhAVEiwADnMbbMzwZeMyhw4M8W7kKO_K83SdokVHj0dUf1k2w3Y5kRIJmylyF8zT9xoCC0sQAvD_BwE University of Canberra]. I aspire to undertake further postgraduate study to become a clinical psychologist. My hobbies include: * Reading * Hiking * Spending time with family == Book chapter == I am currently writing a book chapter on [[Motivation and emotion/Book/2026/Introjection and guilt-based motivation|Introjection and guilt-based motivation]] for my unit on Motivation and Emotion. == Social contributions == # 7soc9k4oqpkwvr6n8ed112n5pupcsnu 6 331074 2821673 2026-08-12T10:04:16Z Young1lim 21186 {{Information |Description=2. Newton-Raphson Method (20260810 - 20260804) |Source={{own|Young1lim}} |Date=2026-08-12 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-3.0,2.5,2.0,1.0}} }} 2821673 wikitext text/x-wiki == Summary == {{Information |Description=2. Newton-Raphson Method (20260810 - 20260804) |Source={{own|Young1lim}} |Date=2026-08-12 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 89qwz43v5gk96z5mmbm49tudwipz735 6 331075 2821675 2026-08-12T10:04:59Z Young1lim 21186 {{Information |Description=2. Newton-Raphson Method (20260811 - 20260810) |Source={{own|Young1lim}} |Date=2026-08-12 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-3.0,2.5,2.0,1.0}} }} 2821675 wikitext text/x-wiki == Summary == {{Information |Description=2. Newton-Raphson Method (20260811 - 20260810) |Source={{own|Young1lim}} |Date=2026-08-12 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 5me84cvv57ujtmnhdeuncdl45sp3lek 6 331076 2821677 2026-08-12T10:09:02Z Young1lim 21186 {{Information |Description=2. Newton-Raphson Method (20260813 - 20260811) |Source={{own|Young1lim}} |Date=2026-08-12 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-3.0,2.5,2.0,1.0}} }} 2821677 wikitext text/x-wiki == Summary == {{Information |Description=2. Newton-Raphson Method (20260813 - 20260811) |Source={{own|Young1lim}} |Date=2026-08-12 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 7qvddy2zfdhi5jqgcwdvwky9ng5k9fq 7 331077 2821678 2026-08-12T10:16:25Z Ruud Loeffen 2998353 /* Deletion of the CITbanner. */ new section 2821678 wikitext text/x-wiki == Deletion of the CITbanner. == I respectfully object to the speedy deletion of File:CITbanner.png. The Cosmic Influx Theory material has already been removed from Wikiversity mainspace and is now maintained in my user space. I accepted that distinction and have also removed the other images that previously raised concerns. CITbanner.png is the only banner retained and is currently used as the identifying image across the CIT user-space pages. The present material is explicitly described as exploratory research and not established physics. It has also developed into a collaborative research project involving Prof. S. Suresh Kumar and Francesco Chiaramonte, as explained on the main CIT user-space page. Their role is not simply to endorse CIT, but to examine, formalize, criticize, and where necessary correct its theoretical and mathematical structure. I therefore believe that deleting this file merely because it is associated with material previously removed from mainspace is not an appropriate case for speedy deletion. The mainspace issue has already been addressed by keeping the research in user space. If there is a broader concern about whether the CIT research itself may remain in my user space, I respectfully suggest that this should be discussed openly through the appropriate Wikiversity process rather than indirectly through deletion of the banner used by those pages. For these reasons, I request that File:CITbanner.png be retained for use on my CIT user-space research pages. [[User:Ruud Loeffen|Ruud Loeffen]] ([[User talk:Ruud Loeffen|discuss]] • [[Special:Contributions/Ruud Loeffen|contribs]]) 10:16, 12 August 2026 (UTC) sfgckr1v8ityn5pyrltloau8onvgqpv 0 331078 2821685 2026-08-12T11:31:25Z U3257744 3106842 Created page with "{{subst:ME/BCS}}" 2821685 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] 3l7ua3qoqx9oicc2i2sdqmslspjycv1 3 331079 2821687 2026-08-12T11:41:27Z Atcovi 276019 /* User:BLANDINO Massimiliano/First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries and Polyakov String Oscillations */ new section 2821687 wikitext text/x-wiki == [[User:BLANDINO Massimiliano/First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries and Polyakov String Oscillations]] == Hello Blandino Massimiliano, I've moved your recently created page to your userspace as it is not suitable for the mainspace. Please see your article here: [[User:BLANDINO Massimiliano/First-Principles Derivation of the Fine-Structure Constant: Fano Plane Symmetries and Polyakov String Oscillations]]. Thanks. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 11:41, 12 August 2026 (UTC) 3qrt4apz6o0vw4xeo7482xbnw9ip4dq